Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 SandraCXC_TESE.pdf: 3000928 bytes, checksum: a9f68ad10c5796bf9c1f915f6214bb79 (MD5) Previous issue date: 2012-03-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The thesis has as object of study the autobiographical memmorials. The general objective is to describe the history of the memmorial as an academic tradition of higher education in Brazil. Considered a hybrid genre, memmorials are known for focusing on life stories from a scientific perspective. The investigation revolves around three intertwined branches: History of Education, educational practices and language usages, which allow us to conduct a dialogue with multiple theoretical-methodological references with a view to supporting our analyses. The corpus used for the analysis was made up of 40 autobiographical memmorials, distributed as follows: 16 academic memmorials, dated from 1935 to 1970; 07 academic memmorials, dated from 1980 to 2007; and 17 formation memmorials, dated from 1995 to 2000. In this corpus, we also included official documents, which relate to legislation contained in edicts, resolutions, ordinances, regulations, which we used with a view to: 1) getting to know and understanding the big picture of higher education regulation in Brazil and the aspects related to the higher education teaching career; 2) investigating the text of memmorials in the light of the injunctive discourse characteristic of the edicts and resolutions in which they were based. The analysis of the memmorial supported by the legislation which regulates it allowed us to reconstitute the image of the professor throughout 80 years in the Brazilian public university. For this purpose, the study was conducted in the theoretical-methodological perspective of the (auto)biographical research in Education and of the sociolinguistic studies on discourse genres and discursive traditions. The investigations reveal the memmorial as an academic genre in which the professor's academic-professional history and the history of the higher education teaching career in Brazil intertwine. Anchored in the Bakhtinian perspective on discourse genres, according to which the memmorials evolve and become more complex as their contexts of usage also evolve and become more complex themselves, the results of our analyses allowed us to correlate genre changes to the sociohistorical context and to its usage as an educational practice in the university, in the decades under study. Therefore, the analyses showed that these self-writings: go from latent subjectivity to pure objectivity from the 1930s to 1960s; they show total annulment of the subject from the 1960s to the 1970s; they reappear in the 1980s, having Professor Magda Soares' memmorial as perspective; they expand and diversify from the 1990s onwards, taking on a formative role and a perspective of future as well. So far as language usages are concerned, we investigated the relationship of the subject with the language, especifically the manifestation of alterity on the discursive tissue of the memmorials. In this branch, the analyses pointed to the influence of the authoritative discourse on the formation of the professor and of the injunction and reinventing discourses on the authorship process. Therefore, the autobiographical memmorial reveals itself as a specific expression of the Brazilian academy's cultural sphere and allows us to confirm the hypothesis that each memorial tackles a singular-plural situation, by presenting a dialectical articulation between private and public, according to the institutional structures, in which and with which the professor has already formed him/herself and with which he/she dialogues / A tese tem como objeto de estudo os memoriais autobiogr?ficos. O objetivo geral ? descrever o percurso hist?rico do memorial como uma tradi??o acad?mica do ensino superior no Brasil. Considerados um g?nero h?brido, os memoriais trazem a peculiaridade de focalizar cientificamente trajet?rias de vida. A investiga??o situa-se em tr?s vertentes que se articulam: Hist?ria da Educa??o, pr?ticas educativas e usos da Linguagem, as quais nos permitem dialogar com m?ltiplas refer?ncias te?rico-metodol?gicas na sustenta??o de nossas an?lises. O corpus utilizado para a an?lise constituiu-se por 40 memoriais autobiogr?ficos, assim distribu?dos: 16 memoriais acad?micos, datados de 1935 a 1970; 07 memoriais acad?micos, datados de 1980 a 2007; e 17 memoriais de forma??o, datados de 1995 a 2000. Nesse corpus reunimos, ainda, documentos oficiais, que dizem respeito ? legisla??o disposta em editais, resolu??es, portarias, regimentos, com os quais tivemos como prop?sitos: 1) conhecer e compreender o contexto maior de regulamenta??o do ensino superior no Brasil e seus aspectos concernentes ? carreira do magist?rio superior; 2) investigar a escrita dos memoriais ? luz do discurso injuntivo caracter?stico dos editais e resolu??es nos quais se pautavam. A an?lise do memorial respaldada na legisla??o que o regulamenta permitiu reconstituir a imagem do professor ao longo de 80 anos na universidade p?blica brasileira. Para tanto, o trabalho foi desenvolvido no marco te?rico-metodol?gico da pesquisa (auto)biogr?fica em Educa??o e dos estudos sociolingu?sticos sobre os g?neros do discurso e as tradi??es discursivas. As investiga??es revelam o memorial como um g?nero acad?mico no qual se entrela?a a hist?ria acad?mico-profissional do professor com a hist?ria da carreira do magist?rio superior no Brasil. Ancorados na perspectiva bakhtiniana sobre os g?neros do discurso, segundo a qual os g?neros evoluem e se complexificam ? medida que seus contextos de uso tamb?m evoluem e se tornam mais complexos, os resultados de nossas an?lises permitiram correlacionar, nas d?cadas estudadas, as altera??es dos memoriais ao contexto sociohist?rico e ao seu uso como uma pr?tica educativa no ?mbito da universidade. Desse modo, as an?lises evidenciaram que essas escritas de si: passam da subjetividade latente para a pura objetividade entre as d?cadas de 1930 e 1960; apresentam total apagamento do sujeito entre as d?cadas de 1960 a 1970; ressurgem na d?cada de 1980, tendo como marco o memorial da professora Magda Soares; expandem-se e diversificam-se a partir dos anos 1990, tornando-se tamb?m um dispositivo de forma??o e de proje??o profissional. No que concerne aos usos da linguagem, investigamos a rela??o do sujeito com a linguagem, especificamente a manifesta??o da alteridade no tecido discursivo dos memoriais. Nessa vertente, as an?lises apontaram a influ?ncia do discurso de autoridade na forma??o do professor; dos discursos de injun??o no processo de inser??o profissional e de reinven??o de si no processo de autoria. Nesse sentido, o memorial autobiogr?fico revela-se como express?o espec?fica da esfera cultural da academia brasileira e nos permite confirmar a hip?tese de que cada memorial trata de uma situa??o singular-plural, ao apresentar uma articula??o dial?tica entre o privado e o p?blico, segundo as estruturas institucionais, nas quais e com as quais o professor|a se formou e com as quais dialoga

Made available in DSpace on 2014-12-17T14:36:30Z (GMT). No. of bitstreams: 1 FrancinaideLS_TESE.pdf: 2618397 bytes, checksum: abbc13ba2c3f8f1bf61920206ede4aff (MD5) Previous issue date: 2013-02-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The research aims to analyze Professor Education in Natal, Rio Grande do Norte-Brazil in the period of 1908 to 1971. The work falls under the theme History of Scholar Institutions as well as Professor Education. The research investigates the evolution of the so called Normal School, a school that aimed professor education. It was based on assumptions by works of Chartier (1990), Chervel (1990), Elias (1994), N?voa (1987), Schriewer (2000), amongst others. The research dealt with a great array of documents in different institutions such as Minutes, Public Instruction Management Reports, Laws, newspaper articles (from the newspaper A Capital, A Ordem e A Rep?blica), magazines such as Pedagogium (1921-1940); all of which present in the Geographical and Historical Institute of Rio Grande do Norte in Brazil. In the State?s public archive it was possible to find a book called Livro de Honra (1914-1919) as well as class diaries and books that contained details related to Scholar group Inscriptions. In the Atheneu Memorial the Atheneu Congregation of Normal School (1897) document was analyzed. In the Kennedy Superior Institute the researcher analyzed the Professor Nominal Graduation Registry Book. The work proposes a comparative study regarding the genesis present in the Lisbon Primary Normal School and the ones situated in Natal. The analysis dealt with institutional meanings attributed by educators. Documents from The Portuguese National Library as well as the Lisbon Superior Education School were analyzed. In this in environment, it was possible to analyze documents such as Minutes, Books, Manuals, Internal Regiments related to Pedagogy. The study allowed acknowledging that these Normal Schools emerged from the same historical substrate and present consonance between the two countries regarding once both were associated with politicians, professors, doctors, hygienists and professionals evolved with education. It was also possible to acknowledge that there is a presence of a pedagogical discourse attached to the primary school universe and professor education. The Natal Normal School was present in different contexts and was consolidated as an institution that was responsible for the education and preparation of primary school teachers. The school was considered a locus where it was possible to produce and work with specific knowledge in a peculiar fashion. This knowledge provided the necessary support for professor education and was in accordance with the world?s professional pedagogical movement as well as ideas, discussions and reflections. This school was considered a space for pedagogical activities, professional affirmation allowing action reflection enabling professor representation as knowledge producers legitimating professor instruction / A pesquisa analisa a hist?ria da forma??o de professores em Natal, Rio Grande do Norte, entre 1908 e 1971. Insere-se na tem?tica da Hist?ria das Institui??es Escolares e da Forma??o de Professores e investiga o percurso da Escola Normal de Natal na prepara??o de professores prim?rios. Fundamenta-se nos pressupostos de Chartier (1990), Chervel (1990), Elias (1994), N?voa (1987), Schriewer (2000), dentre outros, como tamb?m em documentos localizados, principalmente, no Instituto Hist?rico e Geogr?fico do Rio Grande do Norte|IHGRN como Atas, Of?cios, Relat?rios dos Diretores da Instru??o P?blica, Leis, Decretos, Mensagens dos Governadores, al?m de artigos dos jornais A Capital, A Ordem e A Rep?blica, bem como da revista Pedagogium (1921-1940). No Arquivo P?blico do Estado|APE encontramos o Livro de Honra (1914-1919), Di?rios de Classe e o Livro de Inscri??o dos Grupos Escolares. Do Memorial do Atheneu analisamos a Ata da Congrega??o do Atheneu e da Escola Normal (1897) e do Instituto de Educa??o Superior Presidente Kennedy o Livro de Registro Nominal dos Professores Diplomados pela Escola Normal. Propomos o estudo comparado da g?nese da Escola Normal Prim?ria de Lisboa e de Natal, ancorados no problema da an?lise dos sentidos atribu?dos ao modelo de institui??o. Pesquisamos nos acervos da Biblioteca Nacional de Portugal|BNP e da Escola Superior de Educa??o de Lisboa|ESELX, antigo pr?dio da Escola Normal Prim?ria, nos quais encontramos Atas, Livros, Manuais de Pedagogia e Regimentos Internos. O estudo evidenciou que estas Escolas Normais surgiram do mesmo substrato hist?rico, como tamb?m a conson?ncia entre os dois pa?ses no que concerne a um modo de saber que associava pol?ticos, professores, m?dicos, higienistas e os demais especialistas da sociedade envolvidos com a educa??o. Constatamos, ainda, a presen?a de um discurso pedag?gico pr?prio ? escola prim?ria e ao preparo do magist?rio. De modo particular, a Escola Normal de Natal funcionou em diferentes espa?os e consolidou-se como a institui??o respons?vel pelo preparo dos mestres prim?rios. Enquanto locus da forma??o de professores constituiu uma forma escolar pr?pria, a partir da produ??o e veicula??o de saberes espec?ficos e de modos de fazer peculiares. Saberes os quais deram suporte ao preparo profissional para o magist?rio e que estavam em conformidade com o movimento pedag?gico mundial, as ideias, discuss?es e reflex?es dos pedagogos e dirigentes educacionais. A Escola Normal de Natal era um espa?o de atividades pedag?gicas, de afirma??o profissional, um lugar de reflex?o sobre as a??es que conferiram aos professores a representa??o de profissionais produtores de saberes os quais legitimaram a instru??o e a profiss?o docente

Made available in DSpace on 2014-12-17T14:36:37Z (GMT). No. of bitstreams: 1 FranciscoATS_DISSERT.pdf: 2461406 bytes, checksum: 8103c11dd552d0c65bf3fb4420f4c09f (MD5) Previous issue date: 2012-02-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / El presente estudio tiene por objetivo, analizar las pr?cticas pol?ticas-intelectuales de Augusto Tavares de Lyra, perteneciente a una elite que gobern? el estado de R?o Grande del Norte de Brasil, durante los dos primeros decenios de la Rep?blica Vieja , de 1889 a 1918. El recorte temporal considerado tiene inicio al final del siglo XIX, en 1872, a?o de su nacimiento, hasta el a?o 1958, cuando falleci? a los casi ochenta y seis a?os de vida. Mientras tanto, analizaremos vivencias y pr?cticas de Tavares de Lyra como hombre p?blico a partir de los documentos investigados. Utilizamos como soporte principal art?culos, reportajes, discursos y libros escritos por sus contempor?neos. Observamos que las fuentes documentales, tales como mensajes, leyes y decretos gubernamentales, bibliograf?as sobre el per?odo evocado y el archivo del intelectual Tavares de Lyra. Entendemos que, aunque fuera un pol?tico de pr?cticas liberales y empe?ado en reformar el sistema educativo brasilero, ?l fue fruto de un instante de la pol?tica nacional, que privilegi? pocos n?cleos familiares en detrimento de la democracia descrita solamente en la ley, y que por eso, pose?a comprometimiento con las pr?cticas de la Primera Rep?blica. Su legado reside en una obra literaria ligada directamente al Instituto Hist?rico y Geogr?fico Brasileiro y a los estudios realizados, en cuanto jurista y economista, conocedor de los problemas que aflig?an Brasil en esa ?poca / O presente estudo tem por escopo analisar as pr?ticas pol?tico-intelectuais de Augusto Tavares de Lyra, pertencente a uma elite que governou o Rio Grande do Norte, durante os dois primeiros dec?nios da Rep?blica Velha de 1889 a 1918. O recorte temporal firmado tem in?cio no final do s?culo XIX, em 1872, ano de seu nascimento, at? o ano de 1958, quando faleceu aos oitenta e seis anos incompletos, no Rio de Janeiro. No entanto, analisaremos as viv?ncias e pr?ticas de Tavares de Lyra como homem p?blico a partir de documentos pesquisados. Utilizamos como principal suporte artigos, reportagens, discursos e livros escritos por seus contempor?neos. Observamos que as fontes documentais, tais como mensagens, leis e decretos governamentais, bibliografias acerca do per?odo evocado e o arquivo do intelectual Tavares de Lyra. Entendemos que embora pol?tico de pr?ticas liberais e empenhado em reformar o sistema educacional brasileiro, ele foi fruto de um instante da pol?tica nacional que privilegiou poucos n?cleos familiares em detrimento da democracia descrita somente na lei e que, por isso, possu?a comprometimentos com as pr?ticas da Primeira Rep?blica. Seu legado reside em uma obra liter?ria ligada diretamente ao Instituto Hist?rico e Geogr?fico Brasileiro e aos estudos realizados, enquanto jurista e economista, conhecedor dos problemas que afligiam o Brasil da ?poca

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 SaraRMA_DISSERT.pdf: 1757322 bytes, checksum: af96dc5fff02bb50e8bcc33535b2803a (MD5) Previous issue date: 2012-05-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Cette ?tude analyse La pratique p?dagogique de l ?ducateur norte-rio-grandense Nestor dos Santos Lima, de 1910 a 1930, p?riode ou se concentre son plus grand nombre de publications sur l?s questions scolaires. Nous d?sirons comprendre de quelle forme cet intelectuel a contribu? au d?veloppement du syste?me d enseignement primaire ? travers s?s ?crits sur l?s principes et m?thodes de l enseignement de la lecture et ? l ?criture, appliqu?s dans l?s Groupes Scolaires de l ?tat. Nestor Lima a jou? um grand role dans la socia?t?, ? la tet? de fonctoins comme celle de La pr?sidence de l Institut Historique e Geographique du Rio Grande do Norte (IHGRN), directeur de l?cole Normale de Natal et du D?partament d Education de ?tat. Il a puli? de diverses oeuvres de caractere scolaire, comme l?s R?giments Internes pour l?s Groupes Scolaires, ?coles Isol?es, ?coles Rudimentaires et Conseil d Education. Dans cette ?tude, nous mettons em ?vidence l?s le?ons de m?todologique pour l enseignement de la lecture ET de ?vidence l?s le?ons de metodologie pour l enseignement de la lecture et de l ecriture, adresses aus eleves de l?cole Normale de Natal, publi?es dans la colonne P?dagogie du journal A Rep?blica. Dans ces mati?rs, nous observons que l?s aspects qui composaient la pratique d?veloppe par Nestor Lima impliquaient l?s questions Morales et civiques, la preocupation de la formation enseignante ? l ?cole Normale de Natal et le C?libat P?dagogique F?minin. Nous observons que la preocupations d?s pratiques de lecture et l?criture sont presentes dans l oeuvre de cet ?ducateur comme legs important aux g?n?rations qui se succ?dent. Il est ?vident qu Il a cherch? das s?s productions une meilleure qualification d?s enseignants pour que le niveau de l enseignement primaire pu?sse ainsi ?voluer / Este estudo analisa a pr?tica pedag?gica do educador norte-rio-grandense Nestor dos Santos Lima, durante 1910 a 1930, per?odo no qual se concentra seu maior n?mero de publica??es sobre as quest?es educacionais. Almejamos compreender de que forma este intelectual contribuiu para o desenvolvimento do sistema de ensino prim?rio atrav?s de seus escritos sobre os princ?pios e m?todos do ensino de leitura e escrita, aplicados nos Grupos Escolares do Estado. Nestor Lima desenvolveu uma ampla atua??o na sociedade, frente a cargos como a presid?ncia do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte (IHGRN), dire??o da Escola Normal de Natal e do Departamento de Educa??o do Estado. Publicou diversas obras de cunho educacional, como os Regimentos Internos para os Grupos Escolares, Escolas Isoladas, Escolas Rudimentares e Conselho de Educa??o. Neste estudo destacamos as li??es de metodologia para o ensino da leitura e escrita, direcionadas aos alunos da Escola Normal de Natal, publicadas na coluna Pedagogia do Jornal A Rep?blica. Nestes materiais observamos que os aspectos que compunham a pr?tica desenvolvida por Nestor Lima envolviam desde quest?es morais e c?vicas, a preocupa??o com a forma??o docente na Escola Normal de Natal e o Celibato Pedag?gico Feminino. Observamos que a preocupa??o com as pr?ticas de leitura e escrita est?o presentes na obra desse educador como legado importante para as gera??es que se sucedem. Fica evidente em suas produ??es que ele buscou uma melhor qualifica??o dos professores para que assim o n?vel do ensino prim?rio pudesse evoluir

Made available in DSpace on 2014-12-17T14:36:45Z (GMT). No. of bitstreams: 1 MartaBR_DISSERT.pdf: 2637703 bytes, checksum: bbb2edf63541043eec5fce3fda7d51e9 (MD5) Previous issue date: 2012-08-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research aims to analyze the concept of childhood in the dimension of educational practice, which is present in the regimental school and historically constructed power relations during the period 1910 to 1930, in Rio Grande do Norte. To contextualize this study, it is necessary to address the Bylaws of the School Groups (1915), the Internal Isolated Schools (1925) and Education Reform (1916). The expansion of education in the State, aiming at preparing the individual for the new capitalist social order was the concern of all governments of the first republic. During this period, the school is conceived as a privileged scenario of a set of practices aimed at disciplining the children, to explore, in some respects, the concept of childhood. Over time, this cocep??o was constructed historically. In addition, the school receives children, which in the late nineteenth and early twentieth century, are inserted into an educational process in line with the state, embodied in laws, regulations and school discursive practices / Esta pesquisa tem como objetivo analisar a concep??o de inf?ncia na dimens?o da pr?tica pedag?gica, a qual se encontra presente nos regimentos escolares e historicamente constru?do nas rela??es de poder, durante o per?odo de 1910 a 1930, no Rio Grande do Norte. Para contextualizar este estudo, se faz necess?rio abordar o Regimento Interno dos Grupos Escolares (1925), Regimento Interno das Escolas Isoladas (1925), Regimento Interno das Escolas Rudimentares (1925), Regulamento da Escola Normal (1922) e a Reforma do Ensino (1916). A amplia??o da educa??o no Estado, visando preparar o indiv?duo para a nova ordem social capitalista era a preocupa??o de todos os governos da primeira rep?blica. Nesse per?odo, a institui??o escolar ? concebida como cen?rio privilegiado de um conjunto de pr?ticas voltadas para disciplinamento da inf?ncia, tendo em vista explorar, em alguns aspectos a concep??o de Inf?ncia. Ao longo dos tempos, essa concep??o foi sendo constru?da historicamente. Paralelamente, a escola recebe as crian?as, as quais, no final do s?culo XIX e in?cio do s?culo XX, s?o inseridas em um processo educacional em conson?ncia com o Estado, materializado por meio de leis, regimentos escolares e pr?ticas discursivas

Made available in DSpace on 2014-12-17T14:36:48Z (GMT). No. of bitstreams: 1 KarolineLSC_DISSERT_Capa_ate_pag51.pdf: 10660385 bytes, checksum: 7aa95365c173bcdf19eb39ee7d846f62 (MD5) Previous issue date: 2013-08-01 / This research aims to analyze the intellectual practice of Luiz Ant?nio Ferreira Souto dos Santos Lima. This is done considering the author?s legacy related to the History of Education in Rio Grande do Norte/Brazil in the time span of 1910 to 1961. Thus, the research is grounded on assumptions that rely on the Cultural History field. The research also dealt with dialogues between the author and Chartier (1990), Elias (1994), Morais (2003; 2006), as well as Gondra (2003). For the bibliographical research the work dealt with a vast array of documents such as newspapers called A Rep?blica and Di?rio do Natal, Pedagogium, Revista do ensino, as well as state laws and decrees These documents were obtained at the Historical and Geographical Institute in Rio Grande do Norte. The research also dealt with School Bylaws and a medical doctoral thesis called Mental Hygiene and Education that was written by Luiz Ant?nio dos Santos Lima. Other documents were obtained at the State?s Public Archive, such as the Book of Honor, Work Records, Reports and Minutes of the General Directorate of Public Instruction Meetings. It was possible to infer that professor Luiz Ant?nio dos Santos Lima was teacher at Grupo Escolar Augusto Severo, the Atheneu as well as some local grade schools. The professor had a broad role in society, in administrative positions such as the Presidency of the Association of Teachers of Rio Grande do Norte, as Grade School Director in the School of Pharmacy and the State Education Department. He was also a member of the Academy of Arts and a partner at Historical and Geographical Institute in Rio Grande do Norte. The professor has also concerned with issues related to teaching good habits such as feeding, grooming, discipline, game morals, temperance, smoking, sex education; all of which necessary for the formation of healthy children. He was an enthusiast of an intuitive method and teaching lessons through practice, that he considered key elements in education. It is seen that professor Luiz Ant?nio dos Santos Lima had presence in the State?s health education and that his ideals were line with the ideal of modernity of the early twentieth century / A pesquisa analisa a pr?tica do intelectual Luiz Ant?nio Ferreira Souto dos Santos Lima e o seu legado ? hist?ria da educa??o no Rio Grande do Norte, durante o per?odo de 1910 a 1961. Fundamenta-se nos pressupostos da Hist?ria Cultural, por meio do di?logo promovido por autores a exemplo de Chartier (1990), Elias (1994), Morais (2003; 2006), e Gondra (2003). Utilizamos os Jornais A Rep?blica e Di?rio do Natal, as Revistas Pedagogium, do ensino e do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte e, as leis e decretos do Governo do RN, o Regimento Interno dos Grupos Escolares, al?m da Tese de doutoramento em Medicina intitulada Higiene Mental e Educa??o, escrita por Luiz Ant?nio dos Santos Lima. Documentos estes procedentes do acervo do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte (IHGRN). No Arquivo P?blico do Estado (APE/RN) encontramos o Livro de Honra, Livros de Of?cios, Relat?rios e Atas das Reuni?es da Diretoria Geral da Instru??o P?blica. Observamos que o professor Luiz Ant?nio dos Santos Lima exerceu o magist?rio no Grupo Escolar Augusto Severo, no Atheneu Norte-Rio-Grandense e na Escola Normal de Natal. Desenvolveu uma ampla atua??o na sociedade, frente a cargos administrativos como o da Presid?ncia da Associa??o de Professores do Rio Grande do Norte (APRN), Dire??o da Escola Normal de Natal, da Escola de Farm?cia e do Departamento de Educa??o do Estado. Pertenceu a Academia Norte-Rio-Grandense de Letras e ao Instituto Hist?rico e Geogr?fico do Rio Grande do Norte, como s?cio efetivo. Destacou-se pela preocupa??o com a arte de ensinar e cultivar bons h?bitos, como: metodiza??o da alimenta??o, do asseio, da disciplina, da moral contra o jogo, do antialcoolismo, do antitabagismo, da educa??o sexual, dentre outros cuidados para a forma??o sadia das crian?as. Defendia o m?todo intuitivo e a realiza??o da pr?tica de ensino concreto realizada pelas li??es de coisas, consideradas a chave para desencadear a pretendida renova??o educacional. Evidenciamos que Luiz Ant?nio dos Santos Lima atuou na educa??o e na ?rea m?dica do Estado em conson?ncia com o ideal de modernidade do in?cio do s?culo XX

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-20T21:13:36Z No. of bitstreams: 1 CristianeBorgesAngelo_TESE.pdf: 968399 bytes, checksum: 804361dc0fb6d4f983f2dfc08388fc83 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-01-22T18:04:21Z (GMT) No. of bitstreams: 1 CristianeBorgesAngelo_TESE.pdf: 968399 bytes, checksum: 804361dc0fb6d4f983f2dfc08388fc83 (MD5) / Made available in DSpace on 2016-01-22T18:04:21Z (GMT). No. of bitstreams: 1 CristianeBorgesAngelo_TESE.pdf: 968399 bytes, checksum: 804361dc0fb6d4f983f2dfc08388fc83 (MD5) Previous issue date: 2014-08-15 / Essa pesquisa teve por objetivo geral analisar reflexivamente a produ??o acad?mica gerada nos programas de p?s-gradua??o stricto sensu do pa?s, produzidas no per?odo de 1990 a 2010, no campo da Hist?ria da Matem?tica, especificamente os trabalhos que versam sobre Hist?ria da Matem?tica no ensino de Matem?tica e que apresentam propostas did?ticas que utilizam a Hist?ria da Matem?tica com o intuito de ensinar Matem?tica. Defendemos a tese de que pesquisas em Educa??o Matem?tica com objetivos voltados ao uso de propostas did?ticas relacionadas ? Hist?ria da Matem?tica que levem em considera??o a coer?ncia entre aspectos epistemol?gicos inerentes ? Hist?ria da Matem?tica e elementos ontol?gicos materializados nas concep??es de Matem?tica, Hist?ria da Matem?tica e aprendizagem (impl?cita ou explicitamente expostos) podem originar significativa contribui??o para o campo da Hist?ria da Matem?tica no ensino. Foram catalogados e analisados quatorze trabalhos, dos quais nove eram disserta??es de mestrado e cinco teses de doutorado. A an?lise reflexiva foi realizada a partir de duas matrizes, uma de natureza te?rica e outra de natureza ontol?gica, elaboradas a partir dos pressupostos de Sanchez Gamboa, no que diz respeito ? an?lise epistemol?gica de produ??es acad?micas no campo da Educa??o e das seguintes perspectivas te?ricas no campo da Hist?ria na Educa??o Matem?tica: evolucionista linear, estrutural construtivista operat?ria, evolutiva descontinua, investiga??o hist?rica, sociocultural e jogo de vozes e ecos. Essas perspectivas foram fundamentadas nos trabalhos de Miguel e Miorim, Mendes, e Radford. Como resultados, detectamos algumas disson?ncias estabelecidas entre as categorias pertencentes ao n?vel te?rico e ao n?vel ontol?gico e a proposta did?tica apresentada nas pesquisas. Por outro lado, encontramos trabalhos que conseguem estabelecer conson?ncias entre os elementos te?ricos e ontol?gicos e a proposta did?tica apresentada. Esses trabalhos trazem contribui??es significativas para a ?rea da Hist?ria da Matem?tica no Ensino de Matem?tica, inclusive apresentando elementos te?ricos significativos para a produ??o do conhecimento reconhecido como cient?fico nessa ?rea / This research aims to make a reflective analysis about the academic production originated in the stricto sensu post graduation programs in the country, produced in the period of 1990 to 2010, in the field of History of Mathematics, especifically on works about the History of Mathematics in Mathematics education and that present pedagogical proposals that make use of the History of Mathematics in order to teach Mathematics. Defending the thesis that the researches on mathematics education with goals turned to the use of didactic proposals related to the history of mathematic that take in consideration the coherency between epistemological aspects inherent to mathematics history and anthological elements materialized on the conceptions of mathematics and mathematics history and of apprenticeship (implicitly or explicitly exposed) may originate significant contribution to the field of history of mathematics on education. Among these, nine were Master?s Degree dissertations and five PHD?s theses. The reflective analysis was accomplished from two matrixes; one from theoretical nature and the other, ontologic nature, elaborated from the pretexts of Sanches Gamboa, about the epistemological analysis from academic production in the field of Mathematics Education and the following theoretical perspectives in the field of History of Mathematics Education, that are: linear evolutionary theory, structural construtivist operative, evolutionary discontinuous, historical and socialcultural investigation and the use of activities estimulating the usage of verbal and nonverbal expressions. These perspectives were based on the works of Miguel and Miorim, Mendes and Radford. As results, we have detected some established dissonances between the categories related to theoretical and ontologic levels and the pedagogical proposal presented in these researches. On the other hand, we have discovered works that are able to establish consonances between the theoretical and ontological elements and the presented pedagogical proposal. These works carry significative contributions to the field of History of Mathematics applied to Mathematics pedagogical practice, inclusively presenting significative theoretical elements to the production of knowledge recognized as scientific in the Mathematics field

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-10T21:45:31Z No. of bitstreams: 1 TerciaMariaSouzaDeMouraMarques_DISSERT.pdf: 1381223 bytes, checksum: 7ac34092bdea92ede1ca84edfbc99ab8 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-13T23:58:33Z (GMT) No. of bitstreams: 1 TerciaMariaSouzaDeMouraMarques_DISSERT.pdf: 1381223 bytes, checksum: 7ac34092bdea92ede1ca84edfbc99ab8 (MD5) / Made available in DSpace on 2016-05-13T23:58:33Z (GMT). No. of bitstreams: 1 TerciaMariaSouzaDeMouraMarques_DISSERT.pdf: 1381223 bytes, checksum: 7ac34092bdea92ede1ca84edfbc99ab8 (MD5) Previous issue date: 2015-05-15 / Os livros, a forma??o escolar e as bibliotecas, pelo fato de se harmonizarem, nos seus meios e nos seus des?gnios, expandem-se para as pol?ticas institucionais e para a hist?ria da educa??o e a hist?ria do livro. O livro impresso, enquanto objeto cultural, ? a manifesta??o de muitas hist?rias como, por exemplo, a hist?ria do livro universit?rio que ora escrevemos. No rigor da pesquisa e da escrita hist?rica, delimitamos como corpus documental: cat?logos de fichas, livros de tombo, curriculum vitae, narrativas de bibliotec?rias, relat?rios, resolu??es. O trabalho de disserta??o concernente ? tem?tica literatura escolar e pedag?gica e ? forma??o de pedagogos e educadores no curso de Pedagogia da Universidade Federal do Rio Grande do Norte e ao objeto de estudos - os livros universit?rios enquanto literatura escolar e pedag?gica, em suas edi??es impressas no per?odo de 1959 a 1980 - levou-nos a definir, como objetivo, a reflex?o acerca das inter-rela??es entre o livro universit?rio das Ci?ncias da Educa??o e as pol?ticas institucionais, estabelecidas pelo Minist?rio da Educa??o e Cultura e aquela institui??o universit?ria. As orienta??es te?rico-metodol?gicas dos historiadores e historiadores da educa??o, como Robert Danton, Alan Choppin e Circe Bittencourt permitiram compreender a hist?ria do livro em geral e do livro universit?rio das Ci?ncias da Educa??o enquanto literatura escolar e pedag?gica, ao mesmo tempo que subentendem a reconstitui??o da media??o de editores, autores, livreiros, institui??es p?blicas e entidades privadas. A hist?ria do livro universit?rio das Ci?ncias da Educa??o, em suas nomea??es de Educa??o, Pedagogia, Did?tica e em suas outras nomea??es diversamente de t?tulos, formadores de professores e educadores ? produto e integra o sistema cultural da na??o brasileira e de uma produ??o editorial nacional e internacional. / Books, school education and libraries, because harmonize, in their means and in their endeavour, expand themselves to the institutional policies and the history of education and history of the book. The printed book, as a cultural object, is the manifestation of many stories, for example, the history of the university book we now write. The accuracy of historical writing and research, delimited as documentary corpus: card catalogues, tumble books, curriculum vitae, librarians narratives, reports, resolutions. The dissertation work concerning the thematic school and pedagogical literature and training of teachers and educators in the Faculty of Education of the Federal University of Rio Grande do Norte and the subject of study - university books as educational and pedagogical literature, in its printed editions in the period from 1959 to 1980 - has led us to define, as objective, to reflection on the interrelations between the university book of Educational Sciences and institutional policies, established by the Ministry of Education and Culture and that university institution. The theoretical and methodological guidance of historians and historians of education, as Robert Danton, Alan Choppin and Circe Bittencourt allowed us to understand the history of the book in general and the university book of Educational Sciences as school and pedagogical literature, while imply reconstitution the mediation of publishers, authors, booksellers, public institutions and private entities. The history of the university book of Educational Sciences, in its appointments of Education, Pedagogy, Didactic and his other appointments unlike titles, teacher trainers and educators is a product and part of the cultural system of the Brazilian nation and a national and international editorial production.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-09-04T21:23:57Z No. of bitstreams: 1 GilsonLopesDaSilva_DISSERT.pdf: 1238292 bytes, checksum: 42acaedad5b551b07bc6c79d7a3b0c9e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-09-11T23:25:32Z (GMT) No. of bitstreams: 1 GilsonLopesDaSilva_DISSERT.pdf: 1238292 bytes, checksum: 42acaedad5b551b07bc6c79d7a3b0c9e (MD5) / Made available in DSpace on 2017-09-11T23:25:32Z (GMT). No. of bitstreams: 1 GilsonLopesDaSilva_DISSERT.pdf: 1238292 bytes, checksum: 42acaedad5b551b07bc6c79d7a3b0c9e (MD5) Previous issue date: 2017-02-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O objetivo desta disserta??o ? analisar a import?ncia da Hist?ria da Educa??o Prim?ria para a constru??o da identidade da cidade do Ass? (RN) como Atenas Norte-rio-grandense. Dentro dessa proposi??o de trabalho, consideramos o movimento de intera??o que se estabelece entre as pr?ticas culturais e liter?rias desenvolvidas na cidade e o processo de escolariza??o. No per?odo estudado (1829-1929) destacamos a implanta??o das Escolas de Primeiras Letras, durante o regime imperial, e do Grupo Escolar Tenente Coronel Jos? Correia, no governo republicano, espa?os de escolariza??o que remetem ao objeto de nossa pesquisa: a Educa??o Prim?ria. Utilizamos como fontes jornais da ?poca, documentos referentes ?s institui??es educativas e obras de memorialistas como Francisco Amorim e Pedro Amorim que retratam o contexto socioecon?mico, cultural, liter?rio e educacional da cidade do Ass?. Como procedimento metodol?gico, recorremos ? investiga??o documental e bibliogr?fica no sentido de fundamentar a reconstitui??o do percurso hist?rico de nosso objeto de estudo. A orienta??o te?rico metodol?gica ancora-se nas reflex?es de Frago (1993), Magalh?es (2004) e Saviani (2013). Esses te?ricos desenvolveram respectivamente pesquisas sobre a hist?ria da alfabetiza??o, a hist?ria das institui??es educativas e a hist?ria das ideias pedag?gicas, temas que apresentam uma rela??o direta com o nosso trabalho e que contribu?ram com a pr?pria forma como direcionamos as investiga??es sobre o objeto. A cidade do Ass?, inicialmente chamada de Vila Nova da Princesa, est? localizada no interior do Estado do Rio Grande do Norte e se desenvolveu a partir da coloniza??o portuguesa na regi?o. Al?m dos h?bitos comportamentais, os colonizadores deixaram como heran?a as bases para um importante desenvolvimento cultural e liter?rio que se evidencia na cidade a partir da segunda metade do s?culo XIX com a circula??o de jornais, a produ??o de poesias e textos diversos e o teatro, atividades que fizeram com que a cidade recebesse a cognomina??o de Atenas Norte-Rio-grandense. Aliado a isso, a economia local tamb?m se expande com a produ??o do algod?o e a extra??o da cera de carna?ba. No campo educacional, ? implantada na cidade uma Escola de Primeiras Letras masculina em 1829, por influ?ncia da Lei de 15 de outubro de 1827 durante os primeiros anos do regime imperial. Contando apenas com esse modelo de Educa??o Prim?ria at? as primeiras d?cadas do s?culo XX, ele vai se mostrar significativo no processo de instru??o elementar dos filhos da elite local que participam da vida cultural e liter?ria da cidade. Com a institui??o do governo republicano em 1889, desenvolvem-se novas ideias pedag?gicas para a instru??o prim?ria no pa?s com a implanta??o dos Grupos Escolares. Esse novo modelo foi instalado no Ass? com a publica??o em agosto de 1911 do Decreto n? 254 que autorizou a cria??o do Grupo Escolar Tenente Coronel Jos? Correia, inaugurado no dia 07 de setembro de 1911. Espa?o que expressa uma forma moderna e inovadora de escolariza??o da Educa??o Prim?ria, essa institui??o tamb?m participou ativamente da vida cultural e liter?ria da cidade do Ass? por meio da atua??o de alguns professores e dos pr?prios alunos com a produ??o de pr?ticas que circulam no espa?o interno e externo da institui??o. / The purpose of this dissertation is to analyze the importance of Primary Education in building the identity of the city of Ass? (RN) as Athens North-Rio-Grandense. Within this work proposal, we considered the motion of interaction that is established between cultural and literary practices developed in the city and its schooling process. In the studied period (1829-1929) we highlight the implementation of the Schools of first letters during the imperial regime and the Lieutenant Colonel Jos? Correia School Group, on the republican government, places of schooling which refer to the object of our research: Primary Education. Our sources used were: newspapers from the time, related documents to educational institutions and works of memorialists such as Francisco Amorim and Pedro Amorim who portray the socioeconomic, cultural, literary and educational context of the city of Ass?. As a methodological procedure, we resorted to documentary and bibliographical research in order to base the reconstitution of the historical course of our object of study. The theoretical methodological orientation is anchored in the reflections of Frago (1993), Magalh?es (2004) and Saviani (2013). These theorists respectively developed research on the history of literacy, the history of educational institutions and the history of pedagogical ideas, themes that have a direct relationship with our work and which contributed to the way in which we conduct research on the object. The city of Ass?, originally called Vila Nova da Princesa, is located in the interior of the State of Rio Grande do Norte and has developed since Portuguese colonization in the region. In addition to the behavioral habits, these colonizers also left as an inheritance the bases for an important cultural and literary development that was evident in the city from the second half of the nineteenth century through the circulation of newspapers, the production of poetry and various texts and theater, practices that make the city receive the cognomenation of Athens North-Rio-Grandense. Allied to this, the local economy also expands with the production of cotton and the extraction of carnauba wax. In the educational field, a school of male first letters was implemented in the city in 1829, by influence of the October 15, 1827 Law during the first years of the imperial regime. Counting only on this model of primary education until the first decades of the twentieth century, it will prove significant in the process of elementary education of children of the local elite who participated in the cultural and literary life of the city. With the institution of the republican government in 1890, a new model of Primary Education appears in the country with the implementation of the school groups. This new model will be installed in Ass? through Decree No. 254, authorizing the creation of the Lieutenant Colonel Jos? Correia School Group, inaugurated on September 7, 1911. A space that expresses a modern and innovative form of primary education schooling, this institution will also actively participate in the cultural and literary life of the city of Ass? through the performance of a few teachers and the students themselves with their production of practices that circulate inside and outside of the Institution.

Made available in DSpace on 2016-04-04T18:32:45Z (GMT). No. of bitstreams: 1 JOAO BATISTA DA SILVEIRA.pdf: 770169 bytes, checksum: 0ea7bde582fbe66eb9de95e2a1197f46 (MD5) Previous issue date: 2008-04-30 / This dissertation was developed with in the research line on Teatching practices and formation of teachers of Master in Education Course at PUC-Campinas. More specifically, this work is a investigation about the history of the formation of history teachers in the context of the brazilian civil-militar regime from 1964 to 1985. It is intended to reflect on the course of formation of History teachers taking as starting point the period from 1945 to 1964, the so called national-developmentism period, and the educational changes promoted by the regime, specifically the first LDB (Law of the Directresses and Basis of Education), Law number 4.025/61 as well the significant rising of popular movements. This work deals with civil-militar coup d ?tat in 1964 which is understood as a moment of politicial rupture in the process of democratization was occouring in the brazilian society. Despite the liberal wing of that process of democratization and the fact that it was far from one wich could make the real structural changes, it represented what was possible at that historical moment. In this work was given priority to deal with the University Reform context (after acting the Law number 5.540/68), also the Educational Reform of the Elementary and High School (Law number 5.692/71), mainly, to try understand the imposition of the short undergraduate courses in Social Sciences and its consequences to the formation of the teachers of History, to the system of education and to the society in general. / Esta disserta??o foi desenvolvida no ?mbito da linha de pesquisa: Pr?ticas Pedag?gicas e Forma??o do Educador , do Curso de Mestrado em Educa??o da PUC-CAMPINAS. Trata-se, mais especificamente, de uma investiga??o acerca da hist?ria da forma??o de professores de Hist?ria no contexto do regime civil-militar brasileiro, de 1964 a 1985. Prop?e-se neste trabalho repensar a trajet?ria da forma??o dos professores de hist?ria, tomando como ponto de partida os anos de 1945 a 1964, per?odo denominado nacional-desenvolvimentista, e as mudan?as educacionais promovidas, especificamente a primeira LDB, Lei 4.024/61, bem como o aumento significativo dos movimentos populares. Aborda o golpe civil-militar de 1964, entendendo-o como momento de ruptura pol?tica no processo de democratiza??o que vinha sendo desenvolvido na sociedade brasileira. Ainda que essa democratiza??o estivesse ocorrendo numa base liberal e distante das verdadeiras mudan?as estruturais, era o caminho poss?vel naquele momento hist?rico. Priorizou-se abordar o contexto da Reforma Universit?ria, Lei 5.540/68, e da Reforma do ensino de 1.? e 2.? graus, Lei 5.692/71, principalmente para entender a imposi??o da licenciatura curta em Estudos Sociais e seus reflexos para a forma??o de professores de Hist?ria, para o ensino e para a sociedade em geral.