Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-09T19:09:03Z No. of bitstreams: 1 FranciscoDjnnathanDaSilvaGoncalves_DISSERT.pdf: 1286661 bytes, checksum: 81c0bed78c26ee994e66c081779a8efc (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-09T21:38:10Z (GMT) No. of bitstreams: 1 FranciscoDjnnathanDaSilvaGoncalves_DISSERT.pdf: 1286661 bytes, checksum: 81c0bed78c26ee994e66c081779a8efc (MD5) / Made available in DSpace on 2016-05-09T21:38:10Z (GMT). No. of bitstreams: 1 FranciscoDjnnathanDaSilvaGoncalves_DISSERT.pdf: 1286661 bytes, checksum: 81c0bed78c26ee994e66c081779a8efc (MD5) Previous issue date: 2015-02-26 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Esta disserta??o ? parte resultante de uma pesquisa mais ampla que tem como objeto de estudo as disserta??es e teses defendidas no Brasil, em Programas de P?s-gradua??o das ?reas de Educa??o, Educa??o Matem?tica, Ensino de Ci?ncias Naturais e Matem?tica e ?reas afins, entre 1990 a 2010, que tinham como ?rea focal de pesquisa a Hist?ria da Matem?tica e Hist?ria da Educa??o. De acordo com nossa finalidade, tomamos como recorte de estudo, as pesquisas relacionadas ? Hist?ria da Educa??o Matem?tica, presentes nas duas ?reas mencionadas anteriormente. Nesse sentido, nosso objetivo geral foi analisar de que modo ?s disserta??es e teses sobre Hist?ria da Educa??o Matem?tica produzidas entre 1990 e 2010 podem contribuir para as a??es did?ticas dos professores que ensinam matem?tica na Educa??o B?sica. Foi, ent?o, nesse contexto interrogativo que elegemos quatro objetivos espec?ficos: 1) Verificar os tipos de abordagens metodol?gicas contempladas nessas pesquisas; 2) Identificar as produ??es (das disserta??es e teses) que podem contribuir na elabora??o de abordagens did?ticas para o ensino da matem?tica na Educa??o B?sica, pelos professores; 3) Listar poss?veis conte?dos de matem?tica da Educa?ao B?sica que podem ser abordados pedagogicamente a partir das informa??es presentes nas disserta??es e teses pesquisadas; 4) apontar sugest?es did?ticas de uso das disserta??es e teses identificadas. A partir de uma pesquisa mais ampla, relatada por Mendes (2014), e com base em um levantamento das disserta??es e teses defendidas na ?rea da Hist?ria da Educa??o Matem?tica, dispon?veis no banco de teses da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES), bem como nas bibliotecas digitais dos Programas de P?s-Gradua??o em stricto sensu do pa?s, verificamos os tipos de abordagens que emergiam dessas produ??es, tomando como norteadores os trabalho de Sad (2005) e Mendes (2014) para organizar nossos crit?rios de identifica??o e classifica??o das disserta??es e teses, de modo a destacar possibilidades de uso did?tico desses trabalhos pelos professores que ensinam matem?tica na Educa??o B?sica. Os resultados da pesquisa mostraram a exist?ncia de um grupo de disserta??es e teses na ?rea de Hist?ria da Educa??o Matem?tica que possuem potencial did?tico e conceitual para uso na forma??o inicial e continuada de professores que ensinam matem?tica, bem como na a??o docente na Educa??o B?sica. Todavia, ficou evidente que tais contribui??es n?o est?o expl?citas, uma vez que n?o est? mencinado que essa era a inten??o das pesqusias investigadas. Cabe, entretanto, aos interessados um pouco mais de estudo e adapta??o do material produzido, para que possa usar essas informa??es em sala de aula. / This dissertation of Master Science degree is part final result from many research which has as purpose of study thedissertations and theses defended in Brazil, in graduate programs in the areas of education, mathematics education, teach of natural sciences and mathematics and related areas, between 1990 to 2010, which were main area of research the history of mathematics and the history of education. According to our purpose, we take as the study part research related to the history of mathematics education, present in the two areas mentioned earlier. In this direction, in general objective was to analyze how to production in this area, during the period described, can contribute to the educational actions of teachers who teach mathematics in basic education. In this way, check the types of methodological approaches included, in a didactic wrong for teaching mathematics at the basic level and the list of possible mathematical content present on these dissertations and theses analyzed. So, from the study conducted by Mendes in the year 2014, on the productions in the area defended history of mathematics education, available at the Bank of data in Brazil the Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES), as well as in the digital libraries of the graduate programs in the country in the strict sense, we organize the criteria for identification and classification of the material. We emphasize the important contribution in Brazil of the annals of the first 10 National Meetings of Education Mathematics (ENEM) it correlated and structured information about the consolidation of the research field of mathematics education, specifically, the area which the contents of this dissertation appropriated. With this, the results showed the existence of a group of dissertations and theses that have didactic and conceptual potential for use in initial and continuing training of teachers of mathematical discipline. It was evident that such contributions are not explicit, since it is not mentioned that this was the intention of the research investigated. It is however, those interested a little more study and adaptation of the material produced, so you can use this information in the classroom.

Submitted by Soraya Arruda Waltrick (soraya.waltrick@uffs.edu.br) on 2017-05-25T13:01:43Z No. of bitstreams: 1 MAIER (3).pdf: 3060710 bytes, checksum: 1064ec5af482aee11ba6d78e7d26cb45 (MD5) / Approved for entry into archive by Diego dos Santos Borba (dborba@uffs.edu.br) on 2017-05-25T13:46:33Z (GMT) No. of bitstreams: 1 MAIER (3).pdf: 3060710 bytes, checksum: 1064ec5af482aee11ba6d78e7d26cb45 (MD5) / Made available in DSpace on 2017-05-25T13:46:33Z (GMT). No. of bitstreams: 1 MAIER (3).pdf: 3060710 bytes, checksum: 1064ec5af482aee11ba6d78e7d26cb45 (MD5) Previous issue date: 2016-06-17 / O Estado de Santa Catarina, que tem como marcos hist?ricos de sua coloniza??o a constitui??o dos primeiros povoados ainda no s?culo XVII e a chegada dos imigrantes alem?es e italianos no s?culo XIX, al?m de constituir-se em rota das expedi??es europeias no s?culo XVI, em termos de educa??o constituiu uma hist?rica que tem como marcas principais a litoraliza??o da educa??o superior p?blica e o descaso com a educa??o b?sica p?blica. No decorrer do processo de coloniza??o do Estado verifica-se um constante descaso do poder p?blico com a educa??o, especialmente na regi?o Oeste catarinense, criada em 1917, de modo que diversos desafios permeavam a trajet?ria daqueles que optavam por seguir a profiss?o professor, sobretudo na ?rea de matem?tica. Diante disso e considerando que os desafios enfrentados pelo professor em sua trajet?ria formativa e profissional t?m implica??es no desenvolvimento da educa??o de uma maneira geral, interessamo-nos em identificar os principais desafios educacionais (forma??o e atua??o) enfrentados por professoras de matem?tica da educa??o b?sica na regi?o de abrang?ncia da 4? Ger?ncia Regional de Educa??o de Santa Catarina entre as d?cadas de 1970 e 1990. Para tanto, entrevistamos cinco professoras, que lecionaram em escolas da regi?o oeste no per?odo citado, que corresponde ao tempo de exerc?cio profissional das professoras. O estudo foi constitu?do, em termos metodol?gicos, segundo os pressupostos da Hist?ria Oral, baseando-se na realiza??o de entrevistas como instrumento de constitui??o de dados. As entrevistas foram gravadas em ?udio, transcritas e textualizadas, constituindo-se em documento-base do estudo. A partir da an?lise do material emp?rico constitu?do por meio das narrativas das professoras foram evidenciados desafios de tr?s naturezas distintas: desafios da forma??o, da profiss?o e do ensino de matem?tica. Em rela??o aos desafios da forma??o, os depoimentos sinalizam que para a dist?ncia da regi?o das institui??es formadoras, as condi??es de perman?ncia nestas institui??es e a escassez de cursos espec?ficos de matem?tica. No que dizem respeito aos desafios da profiss?o, os depoimentos sinalizam para a estrutura inadequada das escolas estaduais, a falta de incentivo para a profissionaliza??o docente e a falta de suporte pedag?gico. E no que concerne aos desafios do ensino da matem?ti ca as professoras assinalam a limita??o de tempo para planejamento, escassez de material pedag?gico e atendimento especializado sem ter forma??o adequada para tal. Embora n?o constitua diretamente um objetivo do estudo realizado, consideramos que este trabalho dissertativo pode contribuir para a composi??o de fontes hist?ricas acerca da educa??o no interior do Estado de Santa Catarina, bem como para constituir uma vers?o da hist?ria do ensino de matem?tica na regi?o de abrang?ncia da 4? GERED. Por fim, numa perspectiva hist?rica, o estudo pode constituir-se em fonte de dados que podem embasar uma vers?o da hist?ria do ensino em Santa Catarina, contada a partir da narrativa das viv?ncias das depoentes. / The State of Santa Catarina, has as landmarks of its colonization the establishment of the first settlements even in the seventeenth century and the arrival of German and Italian immigrants in the nineteenth century, in addition to being on the route of European expeditions in the sixteenth century, in terms of education was a historic whose main brands littoralisation of public higher education and neglect basic public education. During the colonization process there is a constant indifference of the government to education, especially in Western Santa Catarina region, created in 1917, so many challenges saturate the path of those who chose to follow the teaching profession, particularly in math area. Considering that the challenges faced by teachers in their educational and professional career have implications for the development of general education, we are interested in identifying the main educational challenges (education and performance) faced by mathematics teachers of basic education in region covered by the 4th Regional Management of Education of Santa Catarina (4th Gered) between the 1970's and 1990's. We interviewed five teachers who taught at in western schools in the mentioned period, which corresponds to professional practice time the teachers. The study was made in terms of methodology, according to the assumptions of oral history, based on the interviews as data creation tool. The interviews were audio-recorded, transcribed and textualized, constituting a document-based study. From the empirical material analysis made by the narratives of the teachers were highlighted challenges in three distinct natures: the challenges of education, profession and the teaching of mathematics. Regarding the challenges of training, the signal testimonials to the distance from the area of educational institutions, the conditions to be in these institutions and the lack of specific mathematics courses. As they related about the challenges: the statements point to the inadequate structure of state schools, the lack of incentives for teacher professionalization and lack of pedagogical support. When the teachers became teachers, the challenges point out the limitation of time for planning, shortage of teaching materials and specialized care without having proper training to do so. Besides, we believe that this dissertational can contribute to the composition of historical sources about education in the State of Santa Catarina, as well as to provide a version of the history of mathematics education in the 4th Gered. Finally, from a historical perspective, the study may constitute a source of data that can base a version of history teaching in Santa Catarina, told from the narrative of the experiences of former students.

Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 FrancinaideLS_DISSERT.pdf: 4345186 bytes, checksum: 78fde581669dae7df7f3df2ec41179a3 (MD5) Previous issue date: 2010-08-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Ce travail a pour objet d'?tude le Groupe Scolaire Augusto Severo, situ? ? Natal, premi?re institution du type dans l'?tat du Rio Grande do Norte. Il analyse la pratique p?dagogique, le mod?le d'?ducation primaire et d'exp?rimentation des personnes en formation de l'?cole Normale de Natal, entre 1908 et l'ann?e de 1928. Dans cette p?riode, se sont produites des tentatives d'organisation scolaire par le biais de la R?forme de l‟Enseignement Primaire (1908) et de la R?forme de l‟Enseignement (1916). Nous nous sommes bas?s sur l'Histoire Culturelle d?finie ? travers la conjonction de l'histoire des objets dans sa mat?rialit?, des pratiques dans leurs diff?rences et configurations, des dispositifs dans leurs variations. Nous avons utilis? les journaux A Rep?blica et Di?rio do Natal, la revue Pedagogium, des Lois, des D?crets et Messages du Gouvernement, des Codes d'Enseignement et le R?gime Interne des Groupes Scolaires, documents qui proviennent du fonds de l'Institut Historique et G?ographique do Rio Grande do Norte (IHGRN) et des sources iconographiques, provenant de l'Institut du Patrimoine Historique et Artistique National (IPHAN/RN). Dans les Archives Publiques de l‟Etat (APE/RN) nous avons recherch? les Livres d'Enregistrement des Groupes Scolaires et ?coles Isol?es, Offices, Inscriptions, Rapports et Actes de r?unions de la Direction G?n?rale de l'Instruction Publique et Journal de Classe. Nous avons analys? l'action des professeurs dans cette institution primaire, ainsi que l'histoire des disciplines scolaires et des programmes d'enseignement, la probl?matique des contenus et m?thodes. Nous avons observ? que la m?thode intuitive ?tait la dynamique de la pratique p?dagogique efficace et que les rites de r?compense, les c?r?monies civiques composaient l‟ensemble des id?es modernisatrices de l‟?poque / Este trabalho tem por objeto de estudo o Grupo Escolar Augusto Severo, em Natal, primeira institui??o do g?nero no Estado do Rio Grande do Norte. Analisa a pr?tica pedag?gica, modelo de educa??o prim?ria e de experimenta??o dos formandos da Escola Normal de Natal, entre 1908 e 1928. Neste per?odo ocorreram tentativas de organiza??o educacional por meio da Reforma do Ensino Prim?rio (1908) e da Reforma do Ensino (1916). Fundamentamo-nos na Hist?ria Cultural definida atrav?s da conjun??o da hist?ria dos objetos na sua materialidade, das pr?ticas nas suas diferen?as e das configura??es, dos dispositivos nas suas varia??es. Utilizamos os jornais A Rep?blica e Di?rio do Natal, a revista Pedagogium, as Leis, Decretos e Mensagens do Governo, C?digos de Ensino e o Regimento Interno dos Grupos Escolares, documentos procedentes do acervo do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte (IHGRN) e fontes iconogr?ficas, provenientes do Instituto do Patrim?nio Hist?rico e Art?stico Nacional (IPHAN/RN). No Arquivo P?blico do Estado (APE/RN) pesquisamos os Livros de Inscri??o dos Grupos Escolares e Escolas Isoladas, Of?cios, Matr?culas, Relat?rios e Atas de reuni?es da Diretoria Geral da Instru??o P?blica e Di?rios de Classe. Analisamos a a??o dos docentes nesta institui??o prim?ria, assim como a hist?ria das disciplinas escolares e dos programas de ensino, ao problematizarmos conte?dos e m?todos. Observamos que o m?todo intuitivo era a t?nica da pr?tica pedag?gica vigente e que os ritos de premia??o, as festividades c?vicas compunham o ide?rio modernizador da ?poca

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T11:29:27Z No. of bitstreams: 1 MariaClaudiaLemosMoraisDoNascimento_DISSERT.pdf: 6291130 bytes, checksum: 1a1c0ee125a8378183ce26db8d10d835 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-16T12:39:47Z (GMT) No. of bitstreams: 1 MariaClaudiaLemosMoraisDoNascimento_DISSERT.pdf: 6291130 bytes, checksum: 1a1c0ee125a8378183ce26db8d10d835 (MD5) / Made available in DSpace on 2018-02-16T12:39:47Z (GMT). No. of bitstreams: 1 MariaClaudiaLemosMoraisDoNascimento_DISSERT.pdf: 6291130 bytes, checksum: 1a1c0ee125a8378183ce26db8d10d835 (MD5) Previous issue date: 2017-02-23 / No Brasil, o magist?rio prim?rio passou no in?cio do s?culo XX por um processo de feminiza??o na frequ?ncia das Escolas Normais pelas mo?as. Recuperar a trajet?ria dessas mulheres no magist?rio se configura em um entrela?amento entre hist?ria das mulheres e hist?ria da educa??o, num momento que a profiss?o ainda permanece predominantemente feminina. Dentro desse contexto, essa pesquisa visa analisar a atua??o das professoras/diretoras que dirigiram e lecionaram no Instituto de Educa??o Presidente Kennedy em Natal, Rio Grande do Norte, entre 1952 e 1975. Insere-se na tem?tica da Hist?ria das Institui??es escolares e da forma??o de professores e fundamenta-se nos pressupostos da Hist?ria Cultural de Burke (2008), Chartier (1990), Morais (2002; 2003; 2006), dentre outros autores. Realizamos a coleta de fontes no acervo do Instituto Superior de Educa??o Presidente Kennedy, Arquivo P?blico do Estado e no acervo do Grupo de Pesquisa Hist?ria da Educa??o, Literatura e G?nero/UFRN. Entre a presen?a das Diretoras, destaco: Francisca Nolasco Fernandes, Crisan Simin?a, Ezilda Elita do Nascimento, Teresinha Pessoa Rocha e Maria Arisneide de Morais. Francisca Nolasco Fernandes, primeira Diretora da Escola Normal de Natal, em exerc?cio entre 30 de setembro de 1952 a 30 de janeiro de 1956 e na segunda gest?o de 24 de mar?o de 1959 a 1966. Francisca Nolasco Fernandes foi a primeira diretora da Escola Normal de Natal, do Instituto de Educa??o e Instituto de Educa??o Presidente Kennedy. Crisan Simin?a, diretora da Institui??o entre os anos de 1967 a 1969. Ezilda Elita do Nascimento, diretora da unidade Escola de Aplica??o entre 1963 a 1968. Teresinha Pessoa Rocha, diretora do Jardim de Inf?ncia Modelo entre os anos de 1960 a 1970. Maria Arisneide de Morais diretora entre os anos de 1970 a 1975. O estudo evidenciou que estas professoras fazem parte das primeiras diretoras do Instituto de Educa??o Presidente Kennedy e que, a partir delas, especificamente na figura de Dona Francisca Nolasco Fernandes, observarmos o estabelecimento de um novo quadro de gest?o predominantemente feminino na referida Institui??o de forma??o de professores. Esse trabalho tem o objetivo de analisar o processo de feminiza??o dos quadros de gest?o do Instituto de Educa??o de Natal/RN, e a atua??o educativa das professoras/diretoras. Justifica-se pelo nosso interesse em investigar o papel e as contribui??es dessas mulheres frente ? educa??o no Estado do Rio Grande do Norte. / In Brazil, the Elementary school system underwent, early in the 20th century, a process of feminization in the frequency of Normal Schools by ladies. Recovering now the trajectory of these women in the Elementary School System is an interweaving of women's history and history of education, at a time in which the profession is still majorly feminine. Within its context, this research seeks to analyze the performance of the Teachers and Headmistresses that managed and taught at the President Kennedy Education Institute in Natal, Rio Grande do Norte, between 1965 and 1975. It is inserted in the theme of the History of School Institutions and Teacher?s Training and it is based on the tenets of the cultural history of Burke (2008), Chartier (1990), Morais (2002; 2003; 2006), among other authors.We have collected sources from the President Kennedy Higher Education Institute, Public Archives of the State and from the archives of the History of Education, Literature and Gender Research Group / UFRN. Among the Headmistresses, I stress: Francisca Nolasco Fernandes, Crisan Simin?a, Ezilda Elita do Nascimento, Teresinha Pessoa Rocha e Maria Arisneide de Morais. Francisca Nolasco Fernandes, first Headmistress of the Normal School of Natal, in office from September 30, 1952 to January 30, 1956, and to a second administration from March 24, 1959 to 1966. Francisca Nolasco Fernandes was the first Headmistress of the Normal School of Natal, of the Institute of Education and the Institute of Education President Kennedy. Crisan Simin?a, Headmistress of the Institution between 1967 and 1969. Ezilda Elita do Nascimento, Headmistress of the unit School of Application between 1963 and 1968. Teresinha Pessoa Rocha, Headmistress of the Model Kindergarten between 1960 and 1970. Maria Arisneide de Morais, Headmistress between 1970 and 1975. The study showed that these teachers are part of the first Headmistresses of the President Kennedy Education Institute and, after them, specifically in the figure of Dona Francisca Nolasco Fernandes, we observe the establishment of a new management framework, predominantly female, in the aforementioned Teacher's Training Institution. This work seeks to analize the process of feminization of the management framework of the Education Institute of Natal/RN, and the educative actuation of the teachers and Headmistresses. It is justified by our interest in investigating the role and the contributions of these women for the education in the State of Rio Grande do Norte.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-12-29T17:18:53Z No. of bitstreams: 1 MariaValdeniceResendeSoares_TESE.pdf: 5352874 bytes, checksum: b1136208f5f6e0506e476d3cda7932a6 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-02T20:02:10Z (GMT) No. of bitstreams: 1 MariaValdeniceResendeSoares_TESE.pdf: 5352874 bytes, checksum: b1136208f5f6e0506e476d3cda7932a6 (MD5) / Made available in DSpace on 2017-01-02T20:02:10Z (GMT). No. of bitstreams: 1 MariaValdeniceResendeSoares_TESE.pdf: 5352874 bytes, checksum: b1136208f5f6e0506e476d3cda7932a6 (MD5) Previous issue date: 2016-02-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Curso Normal Regional de Mamanguape (1949-1957)- educa??o redentora para ascens?o e controle social ? um escrito hist?rico, que nascido no seio de um Programa de P?s - gradua??o em Educa??o, responde ao seu objetivo de pesquisa: compreender as pr?ticas escolares desenvolvidas ao longo da trajet?ria educacional desta institui??o. O nosso recorte temporal se justifica pelo tempo de funcionamento deste curso, de seu nascimento, que ocorre na cria??o do Curso Normal Regional de Mamanguape (1o ciclo do ensino normal), pelo Decreto n?. 151, de 24 de mar?o de 1949 at? o seu t?rmino em 1957, pois, neste ano houve a conclus?o da ?ltima turma do Curso Normal Regional no munic?pio. A prefer?ncia dos discentes pelo curso ginasial instalado no ano de 1952 no Instituto Moderno (abrigo de outras institui??es, entre elas o Curso Normal Regional de Mamanguape e o Gin?sio Mathias Freire) foi um dos fatores que levou o encerramento das atividades do curso de prepara??o de professoras para o ensino prim?rio. Dialogamos com referenciais que compreendem as realidades vividas como constru??es sociais complexas, um exerc?cio, que nos levou a busca de ind?cios para compor uma narrativa mais pr?xima poss?vel do real, do vivido neste espa?o educativo. A dimens?o do real aqui exposto est? ancorada na ideia difundida por Chartier (2009, 2013), o qual desloca a no??o de verdade por representa??o. Revelam-nos modos de ser e fazer a partir de intera??es m?ltiplas de indiv?duos que se interligam, segundo Elias (1970) numa configura??o social por grupos interdependentes. Cada movimento pressup?e alian?a, conflito, disputas dur?veis ou n?o na institui??o educativa e esta deve ser analisada, de acordo com Magalh?es (2004), por meio do estudo de uma polifonia em a??o, onde duas ou mais vozes se desenvolvem preservando a mesma textura sonora, neste caso, a mesma inten??o: a forma??o de professoras para o ensino prim?rio. Utilizamos fontes (n?o) oficiais (leis, of?cios, relat?rios, jornal, livros memorial?sticos e caderno de estudo) e oral e iconogr?fica cedidas por duas ex-alunas do curso. Identificamos nas leituras feitas a partir das fontes, duas categorias de an?lise: g?nero e cultura escolar. Desta feita, conclu?mos que a cria??o e instala??o do Curso Normal Regional de Mamanguape, em 1949, foi um processo inicial de um movimento de renascimento econ?mico e cultural do munic?pio, desenvolvido por um grupo da elite social mamanguapense, destacando o car?ter redentor da educa??o, visto como um meio de ascens?o e controle social. Bem como, a forma??o de professoras prim?rias, imbu?das da fun??o social da mulher como esposa, m?e e professora respons?vel pelo bem estar da crian?a e do adulto, alegria da casa e seguran?a de uma p?tria forte. / Regional normal course of Mamanguape (1949-1957) - redemptive education to rise and social control is a historical writing, that born within a Post - Graduate Education, responds to your research objective: to understand the school practices developed throughout the educational trajectory of this institution. Our time record is justified by the running time of this course, of his birth, which occurs in the creation of Regional Normal Course of Mamanguape (1 of normal education cycle), by Decree no. 151 of 24 March 1949 until its end in 1957, because this year was the completion of the last class of the Regional Normal Course in the municipality. The preference of students for junior high school installed in 1952 at the Modern Institute (under other institutions, including the Regional Normal Course of Mamanguape and Gymnasium Mathias Freire) was one of the factors that prompted the closure of preparation course activities teachers for primary education. Dialogued with references which understand the realities experienced as complex social constructions, an exercise which led us to search for clues to compose one narrative closest as possible to the real, the lived in this educational area. The dimension of actual exposed here is anchored in the idea spread by Chartier (2009, 2013), which shifts the notion of truth by representation. They show us ways of being and doing from multiple interactions of individuals who are interconnected, according to Elias (1970) in a social configuration for interdependent groups. Every movement presupposes alliance, conflict, durable disputes or not in the educational institution and it should be analyzed, according to Magalh?es (2004), through the study of polyphony in action, where two or more voices develop preserving the same sound texture in this case, the same intention: the training of teachers for primary education. Use documents (not) official (laws, crafts, reports, newspaper, books and memoirs study book) and oral and iconographic source courtesy of two former students of the course. We identified in the readings taken from the sources, two analytical categories: gender and school culture. On this occasion, we conclude that the creation and installation of the Regional Normal Course of Mamanguape, in 1949, was an early process of economic and cultural revival movement of the city, developed by a group of mamanguapense social elite, emphasizing the redemptive character of education, It is seen as a means of ascent and social control. As well as the training of primary teachers, imbued with the social role of woman as wife, mother and teacher responsible for the welfare of the child and adult, joy of the house and security of a strong country.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-02T12:57:07Z No. of bitstreams: 1 MariaClaraPereiraSantos_DISSERT.pdf: 1612594 bytes, checksum: 10473d88265965eb85e21571ac6d61af (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-07T21:32:50Z (GMT) No. of bitstreams: 1 MariaClaraPereiraSantos_DISSERT.pdf: 1612594 bytes, checksum: 10473d88265965eb85e21571ac6d61af (MD5) / Made available in DSpace on 2017-02-07T21:32:50Z (GMT). No. of bitstreams: 1 MariaClaraPereiraSantos_DISSERT.pdf: 1612594 bytes, checksum: 10473d88265965eb85e21571ac6d61af (MD5) Previous issue date: 2016-02-23 / Esta disserta??o tem como objetivo compreender o processo de normatiza??o da fragmenta??o do conhecimento na Lei de Diretrizes e Bases da Educa??o Nacional (LDB) de 1996. Dessa forma, parte da problematiza??o da hist?ria da educa??o em suas complexidades, para construir uma an?lise da rela??o do ensino nas escolas de educa??o b?sica brasileira com as incoer?ncias observadas na hist?ria da educa??o do Brasil, pressupondo a interliga??o que tais incoer?ncias mant?m com as pr?prias contradi??es que se mostram na hist?ria da educa??o. Para sustenta??o da an?lise cr?tica, faz-se uso do m?todo materialismo hist?rico dial?tico e da teoria cr?tica de Theodor W. Adorno (1903-1969) e Max Horkheimer (1895-1973). Como metodologia utilizou-se a pesquisa qualitativa de cunho documental, por fazer uso da analise da LDB (1996), como instrumento de identifica??o das incoer?ncias que podem ser relacionadas com as contradi??es hist?ricas que s?o reproduzidas. Ao mesmo tempo, tais incoer?ncias velam o processo de mantimento das situa??es de opress?o e de domina??o de uns sobre muitos na hist?ria da educa??o do Brasil. Dessa forma, observamos que as contradi??es fazem parte de nossa exist?ncia. Contudo, existem incoer?ncias que, independentemente de estarem relacionadas, possivelmente, com as contradi??es que se entrela?am ao fen?meno da vida humana, s?o frutos de um processo de explora??o e opress?o de uns sobre muitos e que terminam por refletir em v?rios ?mbitos sociais, como: no ato de educar, conseguintemente, nas escolas. Por sua vez, esses reflexos retroalimentam o processo de explora??o e opress?o, deixando marcas em v?rios momentos distintos da hist?ria. Esse olhar cr?tico sobre a hist?ria da educa??o do Brasil termina por tornar-se o expositor da fragmenta??o do conhecimento dentro do ato de educar adaptativo, e ? essa educa??o adaptativa que ? normatizada pela LDB de 1996, como resultado da rela??o desse documento com o fato de a educa??o tornar-se, em v?rios aspectos, subordinada ?s necessidades do mercado. Logo, esse documento termina por normatizar a fragmenta??o do conhecimento dentro dos espa?os de ensino formal. Por esse motivo, essa rela??o subordinada ? usada como desveladora do processo de normatiza??o do conhecimento semiformador na LDB e sua rela??o com a estrutura??o da economia na sociedade contempor?nea, caracterizada pela subordina??o da educa??o ?s necessidades do processo de produ??o e de consumo. Conclui-se, que a normatiza??o da fragmenta??o do conhecimento na LDB est? por tr?s dos pontos negativos que podemos encontrar nesse documento, e tal fato aponta a necessidade de criarmos estrat?gias para que continuemos garantindo as melhorias da educa??o brasileira, que saiam do ?mbito quantitativo e cheguem cada vez mais ao ?mbito qualitativo. / This dissertation aims to understand the regulation process of the knowledge fragmentation in the Law of Guidelines and Bases of National Education (LDB) of 1996. Thus, it starts from the problematization of the history of education in its complexities to build an analysis of the relationship between the education in Brazilian basic education schools, and the inconsistencies observed in the history of the education in Brazil, assuming the interconnection that such inconsistencies have with the contradictions shown in the history of education. We use the method of dialectical and historical materialism, and the critical theory of Theodor W. Adorno (1903-1969) and Max Horkheimer (1895-1973) to support the critical analysis. The methodology was the qualitative research on documentary evidence, by making use of the analysis of the LDB (1996), as an instrument to identify the inconsistencies that can be related to the historical contradictions that are reproduced. At the same time, such inconsistencies hide the maintenance process of the situations of oppression and domination from some over many in the history of education in Brazil. Thus, we see that the contradictions are part of our existence. However, there are inconsistencies that, whether they are possibly related with the contradictions that intertwine the phenomenon of human life, are the result of a process of exploitation and oppression from one over many, which ultimately reflects in various social contexts, such as in act of educating in schools. In turn, these reflexes feedback the process of exploitation and oppression, leaving marks in different moments of history. This critical look at the history of the education in Brazil ends up revealing the fragmentation of knowledge within the act of adaptive education, and it is this adaptive education that is standardized by the LDB of 1996 as a result of the relationship of this document with the fact of education become, in many respects, subject to market needs. Therefore, this document ends by normalizing the fragmentation of knowledge within the formal educational locations. For this reason, this subordinate relationship is used as revealing the standardization process of the semiformador knowledge in LDB and its relation to the structure of the economy in contemporary society, characterized by the subordination of education to the needs of the production and consumption process. It follows that the standardization of the knowledge fragmentation/fragmentation of knowledge in LDB is behind the negative points that we can find in this document, and this fact points to the need to create strategies to continue ensuring the improvement of Brazilian education, leaving the quantitative framework and come increasingly under the qualitative.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-14T21:58:38Z No. of bitstreams: 1 JanainaSilvaDeMorais_DISSERT.pdf: 6015952 bytes, checksum: 5e519888854dd3b1c80b38f9a3671a56 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-15T23:28:02Z (GMT) No. of bitstreams: 1 JanainaSilvaDeMorais_DISSERT.pdf: 6015952 bytes, checksum: 5e519888854dd3b1c80b38f9a3671a56 (MD5) / Made available in DSpace on 2017-03-15T23:28:02Z (GMT). No. of bitstreams: 1 JanainaSilvaDeMorais_DISSERT.pdf: 6015952 bytes, checksum: 5e519888854dd3b1c80b38f9a3671a56 (MD5) Previous issue date: 2016-02-25 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / As primeiras d?cadas do s?culo XX presenciaram a tentativa de reorganiza??o do ensino prim?rio brasileiro, tendo a escola como uma das principais propagadoras dos valores republicanos. Nesse contexto, os Grupos Escolares configuraram-se como projeto de educa??o popular para a propaga??o do acesso ? leitura e ? escrita, exig?ncia pretendida pela Rep?blica no Brasil. No Rio Grande do Norte, o processo de cria??o e amplia??o dessa modalidade de escola prim?ria se iniciou com a Reforma da Instru??o P?blica, atrav?s da Lei n? 284, de 30 de novembro de 1909. Dentre os Grupos Escolares do Rio Grande do Norte, analisamos a hist?ria e as pr?ticas educativas o Grupo Escolar Joaquim Nabuco, localizado em Taipu, entre 1919 e 1940, per?odo que compreende a sua cria??o e as duas primeiras d?cadas de funcionamento e consolida??o da institui??o. Particularizamos, nesse estudo, as pr?ticas educativas das professoras Josefa Botelho e Helena Botelho, primeiras professoras a atuarem nessa institui??o. Fundamentamos metodologicamente nosso estudo na Hist?ria Cultural por possibilitar, tamb?m, a reflex?o sobre os acontecimentos hist?ricos e a compreens?o de como uma determinada realidade social ? constru?da. Pesquisamos nos acervos do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte (IHGRN); do Arquivo P?blico do Estado (APE/RN); da Escola Caetano de Campos (S?o Paulo) e da Escola Estadual Joaquim Nabuco, atual nomenclatura do Grupo Escolar pesquisado. Nesses acervos, dialogamos com as Leis, os Decretos do Governo, Relat?rios e Mensagens Governamentais, jornais, revistas, Di?rios de Classe, cartilhas e livros did?ticos. Analisamos as fontes no di?logo com autores como Chartier, R. (1990), que permite a interface com a pr?tica e a representa??o dos atores envolvidos, e Morais, M. (2002; 2006), com as diferentes maneiras de se estabelecer a discuss?o com as fontes e pensar acerca da apropria??o da leitura e da escrita a partir dos objetos contextualizados. A constru??o do Grupo Escolar Joaquim Nabuco foi importante para Taipu, pois, sendo a primeira institui??o de ensino da cidade, permitiu ?s crian?as o acesso ? instru??o p?blica. As professoras Helena Botelho e Josefa Botelho, formadas pela primeira turma da Escola Normal de Natal, em 1910, contribu?ram de forma significativa para o funcionamento e consolida??o do Grupo. Suas pr?ticas educativas refletiam as ideias correntes acerca da alfabetiza??o e do ensino da leitura e da escrita no per?odo analisado. Indicavam os modos de fazer e a conduta espec?fica na escola prim?ria do Rio Grande do Norte. / The first decades of the twentieth century witnessed the attempt to reorganize the Brazilian primary school, with the school as one of the main propagators of republican values. In this context, the School Groups were shaped like popular education project for the spread of access to reading and writing, intended requirement by the Republic in Brazil. In Rio Grande do Norte, the process of creation and expansion of this mode of primary school began with the reform of Public Education, law No. 284, 30 November 1909. Among the School Groups of Rio Grande do Norte, we analyze the history and the educational practices the School Group Joaquim Nabuco, located in Taipu, between 1919 and 1940, a period that comprises its inception and the first two decades of operation and consolidation of the institution. We specify in this study the educational practices of teachers Josefa Botelho and Helena Botelho, first teachers to act in this institution. Methodologically we base our study on the cultural history by allowing also the reflection on historical events and understanding how a particular social reality is constructed. We research in the collections of the Historical and Geographical Institute of Rio Grande do Norte (IHGRN); State Public Archive (APE/RN); the Caetano de Campos School (S?o Paulo) and the State School Joaquim Nabuco, current nomenclature of the School Group searched. In these collections, we dialogue with the Laws, Decrees of the Government, Reports and Government posts, newspapers, magazines, class diaries, booklets and textbooks. We have analyzed the sources in dialogue with authors such as Chartier (1990), which allows the interface with practice and representation of stakeholders, and Morais (2002; 2006), with different ways to settle the argument with the sources and think about the appropriation of reading and writing from the contextual objects. The construction of the School Group Joaquim Nabuco was important to Taipu then, being the first city of the educational institution, allowed children access to public education. The teachers Helena Botelho and Josefa Botelho, formed by the first group of the Normal School of Natal in 1910, contributed significantly to the operation and consolidation of the Group. Their educational practices reflect current ideas about literacy and reading and writing education in this period. They indicated the ways of doing and the specific action in primary school in Rio Grande do Norte.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-10-04T12:02:29Z No. of bitstreams: 1 TES_ANDREA_SILVA_DE_FRAGA_COMPLETO.pdf: 7162144 bytes, checksum: 1892ad5051d9bfa70028ed0cda5f2a4c (MD5) / Made available in DSpace on 2017-10-04T12:02:30Z (GMT). No. of bitstreams: 1 TES_ANDREA_SILVA_DE_FRAGA_COMPLETO.pdf: 7162144 bytes, checksum: 1892ad5051d9bfa70028ed0cda5f2a4c (MD5) Previous issue date: 2017-08-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The research proposes a historical reflection inscribed in the scientific field of the History of Education, and counted on the theoretical contribution of authors such as Pierre Bourdieu for the work with the category of trajectory, for the intellectual category Jean-Fran?ois Sirinelli and G?rard Leclerc, for the practices of written as sociocultural practice Roger Chartier, Armando Petrucci and Antonio Vi?ao Frago, and for the prosopographic method was read by Cristophe Charle. Its object of analysis is within the scope of the intellectual, social and professional trajectories of female students who have become teachers or techniques in education, belonging to the civil service of the state of Rio Grande do Sul, and that during the decades of 1920 to , produced and disseminated their ideas through the practices of writing - textual production. It seeks to analyze the intellectual trajectory of these female students/teachers/techniques in education through three approaches: their effective participation in the educational renewal movement, in the intellectual production resulting from the educational debate and in the circulation of their ideas through publication of printed matter. The influence of the New School, the state organization, the educational administrative apparatus and the nationalization policy of education were present in the educational renewal movement. The female students/teachers/education techniques studied here were involved in four public institutions linked to Education: the ?Secretaria de Educa??o e Sa?de P?blica? (SESP/RS), the ?Centro de Pesquisas e Orienta??o Educacionais? (CPOE/RS), ?Escola Complementar/Normal/Instituto de Educa??o de Porto Alegre? and the ?Centro Regional de Pesquisas Educacionais/RS? (CRPE/RS). Institutions that authorized a type of writing: that of teachers for teachers and students for students. The analysis of the intellectual trajectory of the student-teachers through her writings is therefore, through the education and teaching press present in the ?Revista O Estudo?, in the ?Revista do Ensino/RS?, in the ?Revista Cacique?, in the ?Boletins do CPOE/RS? and ?Boletins do CRPE/RS?. Intellectual production of female students/teachers/techniques in education, especially aimed at pedagogical activities and theoretical-methodological orientations. The construction of the biographical narrative of this work was organized from the prosopographic method of the initial formation of the female students/teachers/techniques in education constituted by the passage in the Escola Complementar/Normal/Instituto de Educa??o de Porto Alegre; By the professional performance - teacher and technical in education and other positions in state organs, in schools, universities, among others; Continuing education in undergraduate courses; And by the publication of his writings. From school education, one can see that even with the rigidity of an education and instruction aimed specifically at the female audience, women through the ?Escola Normal? had the opportunity to obtain, in some aspects and moments, what they thought Be denied and opened up professional horizons and new contacts with other realities. The ?Escola Normal?, contradictorily, was an institution that helped to construct an imaginary of primary teacher oriented to the profession and, at the same time, was propulsive by other behaviors on the part of the women: ?the desire to know more, the professional aspiration, the leadership?, represented by the volume of intellectual production of the teachers/techniques in education that circulated in the specialized press. Like the other institutions that produced and consolidated a ?certain educational expertise?, focused on the production of knowledge about childhood and the organization and control of the school system. / La recherche propose une r?flexion historique inscrit dans le domaine scientifique de l'histoire de l'?ducation, et a la contribution th?orique des auteurs tels que Pierre Bourdieu ? travailler avec la cat?gorie ?trajectoire? pour la cat?gorie ?intellectuelle? Jean-Fran?ois Sirinelli et G?rard Leclerc, aux ?pratiques de ?crite? comme pratique socio-culturel Roger Chartier, Armando Petrucci et Antonio Vi?ao Frago, et la m?thode prosopographique inclus la lecture de Christophe Charle. Son objet d'analyse se trouve dans les trajectoires intellectuelles, sociales et ma?tres-?tudiants de professionnels qui sont devenus des enseignants ou l'enseignement technique, qui appartiennent aux fonctionnaires du Rio Grande do Sul, et que pendant les d?cennies de 1920-, produit et diffus? leurs id?es gr?ce ? des pratiques d'?criture - production textuelle. Analyse la trajectoire intellectuelle de ces ma?tres-?l?ves/enseignants/l?enseignement technique ? travers trois approches: la participation effective des femmes dans le mouvement de renouveau ?ducatif, la production intellectuelle r?sultant du d?bat ?ducatif du temps et le mouvement des id?es par la publication imprim?. L'influence de la nouvelle ?cole, l'organisation de l'Etat, le gr?ement d'administration et des politiques ?ducatives nationalisation de l'enseignement ?taient pr?sents dans le mouvement du renouveau p?dagogique. Les ma?tres-?l?ves/enseignants/ l?enseignement technique ici l'?ducation ont ?t? impliqu?s dans quatre institutions publiques li?es ? l'?ducation: le Secretaria de Educa??o e Sa?de P?blica (SESP/RS), le Centro de Pesquisas e Orienta??o Educacionais (CPOE/RS), Escola Complementar/Normal/Instituto de Educa??o de Porto Alegre et le Centro Regional de Pesquisas Educacionais/RS (CRPE/RS). Les institutions autoris?es un type d'?criture: les enseignants pour les enseignants et les ?tudiants pour les ?tudiants. L'analyse de la trajectoire intellectuelle des ma?tres-?l?ves/enseignants ? travers ses ?crits se d?roule donc ? travers la presse de l'?ducation et l'enseignement de cette dans la Revista O Estudo, dans le Revista do Ensino/RS, dans le Revista Cacique, dans les Boletins do CPOE/RS et Boletins do CRPE/RS. La production intellectuelle des ma?tres-?l?ves/enseignants/l?enseignement technique, en particulier visant ? des activit?s ?ducatives et les orientations th?oriques et m?thodologiques. La construction du r?cit biographique de ce travail a ?t? organis? de la m?thode de formation initiale prosopographique des ma?tres-?l?ves/enseignants/l?enseignement technique constitu? par le passage de Escola Complementar/Normal de Porto Alegre; la pratique professionnelle - enseignants et l'enseignement technique et d'autres postes dans les organismes d'?tat, les ?coles, les universit?s, entre autres; pour la formation continue des cours de premier cycle; et la publication de ses ?crits. De l'?cole de formation, il est clair que m?me avec la rigidit? d'une ?ducation sp?cifiquement cibl?e et l'instruction aux femmes, les femmes par lui-m?me ?cole normale a eu l'occasion d'obtenir dans certains aspects et moments, ce qu'ils pensaient ?tre refus? et ouvert leurs horizons et de nouveaux contacts professionnels avec d'autres r?alit?s. L'?cole normale, contradictoirement, est une institution qui a contribu? ? construire un instituteur imaginaire d?di? ? la profession et en m?me temps, a ?t? conduite par d'autres comportements par les femmes: le d?sir d'en savoir plus, aspiration professionnelle, le leadership ?constada le volume de la production intellectuelle des enseignants/enseignement technique qui circulait dans la presse sp?cialis?e. Ainsi que d'autres institutions qui ont produit et consolid? une ?certaine expertise p?dagogique?, ax? sur la production de connaissances sur l'enfance et l'organisation et le contr?le du syst?me scolaire. / A pesquisa prop?e uma reflex?o hist?rica inscrita no campo cient?fico da Hist?ria da Educa??o, e contou com o aporte te?rico de autores como Pierre Bourdieu para o trabalho com a categoria trajet?ria, para a categoria intelectual Jean-Fran?ois Sirinelli e G?rard Leclerc, para as pr?ticas de escrita como pr?tica sociocultural Roger Chartier, Armando Petrucci e Antonio Vi?ao Frago, e para o m?todo prosopogr?fico contou com a leitura de Cristophe Charle. Seu objeto de an?lise situa-se no ?mbito das trajet?rias intelectuais, sociais e profissionais de alunas-mestras que se tornaram professoras ou t?cnicas em Educa??o, pertencentes ao quadro de funcion?rios p?blicos do estado do Rio Grande do Sul, e que, durante as d?cadas de 1920 a , produziram e difundiram suas ideias atrav?s das pr?ticas de escrita ? produ??o textual. Procura analisar a trajet?ria intelectual dessas alunas-mestras/professoras/t?cnicas em Educa??o atrav?s de tr?s enfoques: a efetiva participa??o delas no movimento de renova??o educacional, na produ??o intelectual resultante do debate educacional da ?poca e na circula??o de suas ideias atrav?s da publica??o de impressos. A influ?ncia da Escola Nova, a organiza??o estatal, o aparelhamento administrativo educacional e a pol?tica de nacionaliza??o do ensino estiveram presentes no movimento de renova??o educacional. As alunas-mestras/professoras/t?cnicas em Educa??o aqui estudadas estavam envolvidas em quatro institui??es p?blicas ligadas ? Educa??o: a Secretaria de Educa??o e Sa?de P?blica (SESP/RS), o Centro de Pesquisas e Orienta??o Educacionais (CPOE/RS), a Escola Complementar/Normal/Instituto de Educa??o de Porto Alegre e o Centro Regional de Pesquisas Educacionais/RS (CRPE/RS). Institui??es que autorizaram um tipo de escrita: a de professores para professores e de alunos para alunos. A an?lise da trajet?ria intelectual das alunas-mestras/professoras atrav?s de seus escritos se d?, portanto, por meio da imprensa de Educa??o e ensino presente na Revista O Estudo, na Revista do Ensino/RS, na Revista Cacique, nos Boletins do CPOE/RS e do CRPE/RS. Produ??o intelectual das alunas-mestras/professoras/t?cnicas em Educa??o, especialmente destinada ?s atividades pedag?gicas e ?s orienta??es te?rico-metodol?gicas. A constru??o da narrativa biogr?fica desse trabalho foi organizada a partir do m?todo prosopogr?fico da forma??o inicial das alunas-mestras/professoras/t?cnicas em Educa??o constitu?da pela passagem na Escola Complementar/Normal de Porto Alegre; pela atua??o profissional ? professora e t?cnica em Educa??o e outros cargos em ?rg?os estatais, em escolas, universidades, entre outros; pela forma??o continuada em cursos de gradua??o; e pela publica??o de seus escritos. A partir da forma??o escolar percebe-se que mesmo com a rigidez de uma Educa??o e instru??o voltadas especificamente ao p?blico feminino, as mulheres atrav?s da pr?pria Escola Normal tiveram a oportunidade de obter, em alguns aspectos e momentos, o que a elas pensava-se ser negado e abriu-lhes horizontes profissionais e novos contatos com outras realidades. A Escola Normal, contraditoriamente, foi uma institui??o que ajudou a construir um imagin?rio de professora prim?ria vocacionada ? profiss?o e, ao mesmo tempo, foi propulsora de outros comportamentos por parte das mulheres: ?o desejo de saber mais, a aspira??o profissional, a lideran?a?, constatados pelo volume de produ??o intelectual das professoras/t?cnicas em Educa??o que circularam na imprensa especializada. Assim como as demais institui??es que produziram e consolidaram uma ?determinada expertise educacional?, voltada para a produ??o de conhecimento acerca da inf?ncia e para a organiza??o e controle do sistema escolar.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-10-11T19:56:59Z No. of bitstreams: 1 TES_MARCOS_JUVENCIO_DE_MORAES_COMPLETO.pdf: 4410550 bytes, checksum: 7acb71927748464a2c4295e80a03ce2b (MD5) / Made available in DSpace on 2017-10-11T19:56:59Z (GMT). No. of bitstreams: 1 TES_MARCOS_JUVENCIO_DE_MORAES_COMPLETO.pdf: 4410550 bytes, checksum: 7acb71927748464a2c4295e80a03ce2b (MD5) Previous issue date: 2017-08-29 / The present work results from the analysis and investigations of the political and educational situation of Santa Catarina in the period between 1911 and 1945, regarding state oligarchic relations, partisan and personal disputes, transformations in the education system and ethnic-political conflicts. The composition of political-economic groups as from the turn of the Empire into the First Republic and the proceedings of such groups until 1945 are here studied. The educational actions (educational reforms) carried out during the terms of Vidal Ramos (1911-1914), Ptolomeu de Assis Brasil/Rui Zobaran (1930-1933), and Nereu Ramos (1935-1945) are investigated, aiming to understand those political periods and the purposes of these rulers at their times. An attempt is made to look at how the disputes occurred under the scenarios of a republican, liberal State and an intervening Estado Novo, as well as the composition of a nationalist model for the governmental action in Santa Catarina. It is tried to ascertain the composition of the political oligarchies and how they relate to education in Santa Catarina, especially the political-educational practices of the Ramos oligarchy, whose members, in certain periods of the history of Santa Catarina, have occupied notorious public and political offices, implementing patriotic acts in school environment as part of an education program capable of modifying the social reality to their own benefit. It is sought to describe and analyze the characteristics of the republican first educational reform (performed under the tenure of Vidal Ramos), the educational reform of the provisional government (performed under the tenure of Ptolomeu de Assis Brasil and Rui Zobaran), and the educational reform of the Estado Novo (performed under the tenure of Nereu Ramos), linking each to the others in their divergences and continuities. We will then comprehend that family ties between the governors, the patriotic education model implemented and the purposes on using school as to form citizens shaped by the rules of the State make some of the connections between the reforms. On the other hand, we will see that the depth of the educational actions, historical moments of nation and state, and some innovations on the laws constitute differences between them. / Este trabalho ? resultado de an?lises e investiga??es sobre a realidade pol?tica e educacional de Santa Catarina, no per?odo de 1911 a 1945, levando em considera??o rela??es olig?rquicas estatuais, disputas partid?rias e pessoais, transforma??es no sistema de ensino, e atritos ?tnico-pol?ticos. Estuda-se a composi??o de grupos pol?tico-econ?micos a partir da virada do Imp?rio para a Primeira Rep?blica, e o comportamento desses grupos at? 1945. Investigam-se as a??es educativas (reformas do ensino) dos governos Vidal Ramos (1911-1914), Ptolomeu de Assis Brasil/Rui Zobaran (1930-1933), e Nereu Ramos (1935-1945), tentando compreender os per?odos pol?ticos e os objetivos dos governantes, naqueles momentos. Faz-se uma tentativa de ver como se processaram as disputas num contexto de Estado Liberal republicano e de um Estado Interventor estadonovista, al?m da composi??o de um modelo nacionalista de atua??o governamental catarinense. Tenta-se verificar a composi??o das oligarquias pol?ticas e suas rela??es com a educa??o catarinense, principalmente as pr?ticas pol?tico-educacionais da oligarquia Ramos, que, em determinados per?odos da hist?ria catarinense, ocupou cargos p?blicos e pol?ticos importantes, implementando a??es patri?ticas no meio escolar como parte de um plano de ensino capaz de modificar a realidade social, em benef?cio pr?prio. Busca-se descrever e analisar as caracter?sticas da primeira Reforma do Ensino republicana (empreendida na gest?o Vidal Ramos), da Reforma do Ensino do Governo Provis?rio (empreendida por Ptolomeu de Assis Brasil e Rui Zobaran), e da Reforma do Ensino do Estado Novo (empreendida pela gest?o Nereu Ramos), relacionando-as em suas rupturas e continuidades. Compreenderemos que os la?os de parentesco entre os governos, o modelo educacional patri?tico que se implantou e os objetivos de usar da escola para forma??o de um cidad?o moldado ?s regras do Estado constituem alguns dos la?os de continuidades estre as reformas. Por outro lado, veremos que a intensidade das a??es educativas, o momento hist?rico internacional, nacional e estadual, e algumas inova??es legislativas, constituem diferen?as entre elas.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-10T18:03:08Z No. of bitstreams: 1 2017 - S?rgio Dias da Silva.pdf: 9403214 bytes, checksum: df4ce14ff65aba9d6d0751bebc73f146 (MD5) / Made available in DSpace on 2018-05-10T18:03:10Z (GMT). No. of bitstreams: 1 2017 - S?rgio Dias da Silva.pdf: 9403214 bytes, checksum: df4ce14ff65aba9d6d0751bebc73f146 (MD5) Previous issue date: 2017-06-13 / CAPES / This thesis sought to observe how Brazilian Mathematics textbooks, in the period from 1931 to 2004, reflect the influences (pedagogical, political and legislative) of the time for the teaching of Geometry. To that end, the chosen method in this research was a documental analysis, using a qualitative approach, through which we observed parts of didactic books regarding the forms of treatment for Geometry. For each period analyzed, a panel was created that presents the social context, the educational legislation, the proposal for the teaching of Mathematics and the specific approach that was given to the teaching of Geometry, in order to mediate the observation of textbooks. From the observations made, there is evidence that the approach to Geometry in textbooks was linked more to political-social projects than to educational legislation. / Essa disserta??o buscou observar de que forma o livro did?tico de Matem?tica brasileiro traduziu, no per?odo de 1931 a 2004, as influ?ncias (pedag?gicas, pol?ticas e da legisla??o) da ?poca para o ensino da Geometria. Para isso, o m?todo utilizado na pesquisa foi a an?lise documental, usando uma abordagem qualitativa, por meio da qual observamos partes de livros did?ticos no que se referia ?s formas de tratamento para a Geometria. Para cada per?odo analisado foi constru?do um painel que apresenta o contexto social, a legisla??o educacional, a proposta para o ensino de Matem?tica e a abordagem espec?fica que era dada ao ensino da Geometria, com o objetivo de mediar a observa??o dos livros did?ticos. Mediante as observa??es realizadas h? ind?cios de que a abordagem ? Geometria nos livros did?ticos estava interligada mais a projetos pol?tico-sociais do que propriamente ? legisla??o educacional.