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A Escola de Belas Artes de Pelotas: da fundação à federalização (1949-1972) uma contribuição para a história da educação em Pelotas / The present study is a historic research about an institution of university level: the Escola de Belas Artes de Pelotas (EBA), nowadays Instituto de Artes e Design of the Universidade Federal de Pelotas (IAD UFPEL). The investigation focus is the origin and the first 23 years of the institution, that is, from 1949, the year of its foundation, as a private course, until 1972, when it became a federal public educational institution. The work is carried out within the scope of the Cultural History theory proposition. The method adopted is that of documental research, mainly of the institution archives, of a private archive and through personal interviews conducted by the researcher. The findings of the research are treated according to the theoretic references adopted. The work investigates and analyses the conditions that leaded to the creation of this institution and also its trajectory until it became a federal institution (thus, in a parallel way, the study reveals elements that constructed the identity of the institution). To attempt to understand such a process, the work makes a recollection of the history of Pelotas, of the history of art teaching institutions, and investigates the participation of personalities that probably had decisive influence over the implementation of the studied art course. With the information obtained through this research it has been possible to infer that the advent of the school in 1949 occurred as a result of a combination of factors, such as the context ( the city of Pelotas ) and the action of individuals, as Dona Marina de Moraes Pires - whose efforts to offer to the city an art course of university level made the difference - and the Italian painter Aldo Locatelli the first painting teacher of the art course.Magalhães, Clarice Rego 08 July 2008 (has links)
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Previous issue date: 2008-07-08 / O presente estudo constitui-se em pesquisa histórica a respeito de uma instituição de ensino superior: A Escola de Belas Artes de Pelotas (EBA), atual Instituto de Artes e Design da Universidade Federal de Pelotas (IAD-UFPEL). O foco
da investigação é o surgimento e os primeiros 23 anos da instituição, ou seja, do ano de 1949, data da fundação, como curso particular, até a federalização, em 1972, quando passa a ser uma instituição pública de ensino. O trabalho é realizado dentro da proposta teórica da História Cultural. O método empregado é a pesquisa documental, e são utilizados principalmente os arquivos da instituição, um arquivo
particular e entrevistas realizadas pela pesquisadora. Estes achados da pesquisa são abordados de acordo com o referencial teórico adotado. O trabalho investiga e analisa as condições que proporcionaram a criação desta instituição e também a sua trajetória até a federalização (assim, paralelamente, o estudo traz elementos construtores de identidade da instituição). Para tentar entender este processo, faz um apanhado da história da cidade de Pelotas, da história das instituições de ensino de arte e investiga a participação de personalidades que teriam influído decisivamente na implementação do curso em estudo. Com as informações trazidas por esta pesquisa, pôde-se inferir que o surgimento da Escola em 1949 se deu por uma combinação de fatores, os quais seriam o contexto ( a cidade de Pelotas ) e a atuação de indivíduos, como Dona Marina de Moraes Pires cujo empenho em proporcionar à cidade um curso em nível superior de arte foi o que fez a diferença e o pintor italiano Aldo Locatelli.
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Da multisseriação à nucleação : a Escola Municipal Alfredo Dias de Cerrito/RS : décadas de 1980 a 1990Madeira, Claudemir Pereira 30 September 2010 (has links)
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Previous issue date: 2010-09-30 / O presente estudo constitui-se em pesquisa histórica a respeito de uma instituição de ensino: A Escola Municipal de Ensino Fundamental Incompleto Alfredo Dias do município gaúcho de Cerrito. O foco da investigação é o surgimento e o fechamento da instituição, ou seja, do ano de 1961, data da fundação, como escola multisseriada, até o seu fechamento, em 1997, quando tem as suas atividades encerradas em função das políticas de nucleação das escolas rurais. O trabalho é realizado dentro da proposta teórica da História Cultural. O método empregado é a pesquisa documental, e são utilizados principalmente o arquivo morto da Secretaria
Municipal de Educação e entrevistas com professoras e ex-alunos. O trabalho investiga e analisa as condições que proporcionaram a criação desta instituição e também a sua trajetória até a nucleação. Para entender este processo, faz-se uma abordagem da história dos municípios de Pedro Osório e Cerrito e da história da instituição, caracterizando a participação da comunidade local na construção e
manutenção da escola em estudo. Com as informações trazidas por esta pesquisa, pôde-se inferir que o surgimento da Escola, em 1961, fez parte de uma política de
expansão da educação primária do governo estadual de Leonel de Moura Brizola, sendo fundamental a atuação da comunidade de Rincão dos Correas, cuja determinação em proporcionar às crianças da localidade uma escola primária, foi
decisiva na concretização deste antigo sonho. As entrevistas foram fundamentais neste estudo, pois ajudaram a preencher lacunas da pesquisa documental e enriquecer com preciosos detalhes a constituição e desenvolvimento desta instituição, como escola rural e multisseriada, precisou transpor muitos obstáculos durante todo o tempo em que esteve em funcionamento.Entende-se, portanto, que a educação rural sempre foi negligenciada pelas autoridades e pela legislação e todas as alternativas pensadas e as políticas implantadas no meio rural, sempre deixaram de fora o seu ator principal: o homem do campo, que precisa de conhecimentos suficientes para controlar os meios de produção, trabalhar com diferentes
possibilidades e novas tecnologias que estão no setor, mas principalmente precisa ser respeitado como cidadão e sujeito de todo este processo histórico.
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Transmettre l'histoire pour former les citoyens : écriture et réécriture des livres d'histoire pour la jeunesse dans l'espace germanophone et en France (1760-1800) / Conveying Public Spirit Though History : Study of the Circulation of Historical Texts for the Young People in the German-speaking Area and France (1760-1800)Pujo, Pauline 28 November 2015 (has links)
Au fil des bouleversements politiques qui marquent l'espace germanophone et la France entre 1760 et 1800, la transmission du savoir historique voit ses missions, ses contenus et ses modalités profondément transformés. Répertoire d'exemples préparant les futurs souverains à l'exercice du pouvoir, l'enseignement de l'histoire s'insère dans le cadre d'États-nations qui réforment leurs systèmes éducatifs et intègrent une part grandissante de leur population dans la sphère politique. De fortes relations intertextuelles se tissent alors entre les livres d'histoire pour la jeunesse allemande et française – réécritures, traductions, compilations, synthèses, extensions, reprises de textes anciens ou étrangers re-contextualisés dans de nouvelles situations pédagogiques et politiques, qui contribuent à inventer le citoyen/Staatsbürger moderne. Deux formes de représentation sont examinées : les recueils d'histoires exemplaires, et à travers eux les recompositions des rapports entre morale et politique, et les tableaux synoptiques, outils pédagogiques qui mettent en lien les modèles politiques avec des modes d'ordonnancement des faits. Entre émancipation et discipline, ces deux formes induisent différents usages pédagogiques et modes de lecture par l'éducateur et par l'élève. Ces pratiques du texte peuvent à leur tour être modifiées selon les fonctions attribuées à la transmission de l'histoire voulues par le contexte politique : formation de futurs fonctionnaires, éveil de l'enthousiasme chez le citoyen-soldat ou encore complément à la lecture de la presse pour le jeune adulte – fonctions qui impliquent des définitions plus ou moins inclusives de la citoyenneté. / In a time of political upheaval in the Germanies and France, the transmission of historical knowledge underwent a profound transformation that affected its aims, its contents as well as its methods. In earlier periods, history was a collection of examples written as a guide for future sovereigns in order to compensate for their lack of experience. Between 1760 and 1800, an increasing proportion of the population was integrated into the political sphere, especially through gradual reforms in education in the emerging nation states. German and French authors copied, rewrote, synthesized, compiled and expanded upon one another's handbooks or children's books. They also reused and updated older teaching material, thus helping to redefine citizenship. Two forms of historical representation are analyzed: firstly, collections of exemplary stories – and through them the changing relationships between morality and politics. Secondly, such educational tools as timelines and more elaborated forms of historical overviews highlight the links between political models and the presentation of historical facts. Between emancipation and discipline, both forms induced different uses and reading modes from educator and pupil respectively. These uses could be modified according to the functions assigned to the transmission of history in the various political contexts: the training of future officials, the awakening of patriotic enthusiasm in the citizen-soldier or the introduction to a critical reading of the press for young adults – functions that implied a wide range of inclusive or exclusive definitions of citizenship.
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Ongelmaoppilaat Oulun kansakoulussa vuosina 1874 - 1974Valta, J. (Juha) 06 September 2002 (has links)
Abstract
The aim of this dissertation is to explore the school attendance of problem pupils in the elementary school of the city of Oulu during the years 1874–1974. The explicit focus in this study is laid on the difficulties that were encountered among the pupils, the possible causes of these difficulties, and the teachers' intervention in them. Administratively, the Pohjola Reform School for Boys (Pohjolan Poikakoti) did not belong to the Oulu elementary school system, but it was an important cooperative partner in the attempts to reduce the problems. Furthermore, by investigating the history of the school it is possible to create some sort of an idea of the later phases of the problem pupils' life. This research is concerned with the history of education and aims to describe the changes that have occurred in the education and teaching offered by the Oulu elementary school. With these considerations in mind, the primary sources selected in the study were as many-sided as possible. In particular, the elementary schools of Helsinki, Tampere, and Turku have been employed as a comparative basis for the study.
During the entire research period of the years 1874–1974, more attention was paid to the behaviour of illmannered pupils than to the behaviour of pupils of limited intelligence. Two special schools were established for the problem pupils during the research period: a school for retarded children and an observation school. The problems encountered among the pupils were very similar during the entire research period: crimes against property, unauthorized absenteeism, and class disturbance. In many cases the difficulties of children with conduct disorder stemmed from domestic problems. They were generated by alcoholism, lack of means, domestic disputes, and poor housing conditions. These problems were also encountered among children who came from wealthy families. At the core of the problem was that for one reason or other parents did not have time for their children. Various social changes, such as the First and the Second World War, civil war, and depression, had a considerable impact on the lives of families. In the city of Oulu, 235 children were taken to the Pohjola Reform School for Boys in the years 1915–1974. For the most part, the boys came from broken families and their felonies were primarily crimes against property.
The teachers played a significant role in reducing the disturbances of conduct and in motivating the pupils. The resources available were crucial for the successful outcome of their work. The disciplinary procedures employed by the teachers were mostly based on penal measures permitted by the elementary school regulations (1866) and the compulsory education law (1921). The penal measures became moderated and less frequent during the research period. More than before, the educational responsibility was assigned to the children's parents. The lack of space in the Oulu elementary schools was a common problem during the entire research period. The curricula were school-specific at first, until the system of the national curriculum was adopted at a later point. The most important didactic doctrines during the research period were Herbartianism and reform pedagogy. / Tiivistelmä
Tutkimuksessa selvitetään Oulun kaupungin kansakoulun ongelmaoppilaiden koulunkäyntiä vuosina 1874–1974. Erityisesti on pyritty keskittymään heillä esiintyneisiin vaikeuksiin, mahdollisiin syihin ja niihin puuttumiseen. Pohjolan Poikakoti ei hallinnollisesti kuulunut Oulun kansakoululaitokseen, mutta se oli merkittävä yhteistyökumppani ongelmien vähentämisessä. Lisäksi sen avulla pystytään luomaan jonkinlainen kuva ongelmaoppilaan myöhemmistä elämänvaiheista. Tutkimus on kasvatushistoriallinen, ja siinä on mahdollisimman monipuolisen primäärilähdeaineiston avulla pyritty kuvaamaan kasvatuksessa ja opetuksessa tapahtuneita muutoksia Oulun kansakoulussa. Vertailupohjana on käytetty erityisesti Helsingin, Tampereen ja Turun kansakouluja.
Koko tarkastelujaksolla vuosina 1874–1974 kiinnitettiin pahantapaisten oppilaiden käyttäytymiseen enemmän huomiota kuin heikkolahjaisten. Ongelmaoppilaille saatiin tutkimusjakson aikana kaksi erityiskoulua: apukoulu ja tarkkailukoulu. Oppilaiden ongelmat olivat varsin samanlaiset koko tutkimusjakson ajan: omaisuusrikokset, luvattomat poissaolot koulusta ja oppitunteja häirinnyt käytös. Monessa tapauksessa käytöshäiriöisen lapsen vaikeudet johtuivat kodin ongelmista. Niitä aiheuttivat alkoholismi, varattomuus, riitaisuus ja huonot asunto-olot. Myös taloudellisesti menestyneiden perheiden lapsilla oli vaikeuksia. Ongelmien ydin oli se, että vanhemmilla ei syystä tai toisesta ollut aikaa lapsilleen. Perheiden elämään vaikuttivat merkittävästi yhteiskunnalliset murrokset, kuten ensimmäinen ja toinen maailmansota, kansalaissota ja pula-ajat. Pohjolan Poikakotiin toimitettiin 235 oululaista lasta vuosina 1915–1974. Suurimmaksi osaksi pojat olivat rikkinäisistä perheistä ja heidän rikkomuksensa olivat lähinnä omaisuusrikoksia.
Opettajan merkitys käytöshäiriöiden vähentämisessä ja oppilaiden motivoimisessa oli suuri. Hänen työnsä onnistumisen kannalta oli ratkaisevaa, millaiset resurssit hänellä oli käytettävissään. Opettajien käyttämät kurinpitokeinot perustuivat lähinnä kansakouluasetuksen (1866) ja oppivelvollisuuslain (1921) sallimiin rangaistuskeinoihin. Kurinpitokeinot lievenivät ja vähentyivät tutkimusjakson aikana. Kasvatusvastuuta pyrittiin siirtämään entistä enemmän lapsen vanhemmille. Oulun kaupungin kansakoulujen tilanahtaus oli yleinen ongelma koko tarkastelujakson ajan. Opetussuunnitelmat olivat aluksi koulukohtaisia, kunnes myöhemmässä vaiheessa siirryttiin valtakunnallisiin suunnitelmiin. Tutkimusjakson merkittävimmät opetusopit olivat herbartilaisuus ja reformipedagogiikka.
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[en] SO SUBLIME AND ENCHANTING ART: LESSONS AND MASTERS OF MUSIC AT THE IMPERIAL COLLEGIO PEDRO II (1838-1858) / [pt] TÃO SUBLIME COMO ENCANTADORA ARTE: AS AULAS E OS MESTRES DE MÚSICA NO IMPERIAL COLLEGIO DE PEDRO II (1838-1858)GILBERTO VIEIRA GARCIA 14 July 2015 (has links)
[pt] Este trabalho tem como objetivo investigar as relações históricas entre o ensino de Música e o ensino Secundário na Corte do Rio de Janeiro, tendo como elemento central a sua constante presença entre as aulas do Imperial Colégio de Pedro II, no século XIX. Para tanto, procura-se analisar a importância simbólica e política da Música na constituição de uma imagem culta e civilizada do Império do Brasil, sobretudo, da boa sociedade na Corte do Rio de Janeiro; a trajetória dos primeiros Mestres de Música do colégio; e as características e o lugar ocupado por suas aulas entre 1838, ano de sua inauguração e 1858, quando seu principal professor deixa o CPII, após a reforma do Regulamento, em 1855, que redefine bruscamente o espaço de sua importância. O corpo documental construído para o trabalho é composto, além das memórias publicadas sobre o colégio, de periódicos e documentos oficiais, tais como: notícias e artigos da imprensa, notas de compra, Quadro de Horários e número de lições, Mapas de Faltas dos professores e o Livro de assentamento dos funcionários do colégio. A metodologia utilizada é a análise qualitativa dos documentos, referenciada pela linha de pesquisa da História Cultural e, especificamente, da História das disciplinas escolares e da História da profissão docente. / [en] This work aims to investigate the historical relationships between music education and secondary education at the court of Rio de Janeiro, with the central element the constant presence of music between classes at Imperial College of Pedro II, in the nineteenth century. To this end, we seek to analyze the symbolic and political importance of music in the formation of a cultured and civilized image of the Empire of Brazil, especially the good society in the Court of Rio de Janeiro, the trajectory of the first music teachers of the college and the characteristics and place that music lessons were getting between the year of its inauguration in 1838 and 1855, when a reform of its Regulations sharply redefines the space of its importance. The documentary corpus built for the work consists, in addition to the published memoirs about the college, periodicals and official documents, such as news and press articles, bills of sale, Timesheet and number of lessons, teachers Maps Fouls Book and settlement of employees of the college. The methodology used is the qualitative analysis of documents referenced by the line of research of Cultural History, and focused specifically on the history of school subjects and the history of the teaching profession.
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[en] SARAH: BETWEEN MEMORIES OF AN INSTITUTION AND THE INSTITUTION OF THOSE MEMORIES (1957-1978) / [pt] O SARAH: ENTRE MEMÓRIAS DE UMA INSTITUIÇÃO E A INSTITUIÇÃO DESTAS MEMÓRIASLUCIANA FELIPPE CARDOSO 24 March 2017 (has links)
[pt] Situada no campo da História da Educação a presente pesquisa adotou como objetivo geral analisar aspectos ligados à elaboração da Identidade Social do atual Instituto de Educação Sarah Kubitscheck (IESK) procurando também se debruçar sobre o processo de construção de uma memória coletiva acerca da
mesma principalmente na região na qual a instituição se encontra a Zona Oeste Carioca. A escolha do recorte temporal adotado: os anos compreendidos entre 1957 e 1978, foi orientada pela concepção de que naquele período o atual IESK viveu 6 (seis) momentos fulcrais, citados a seguir: A criação da Escola Normal Sarah Kubitscheck (1957?) e sua instalação na escola municipal Venezuela, a transferência para sua primeira sede própria (1960), a mudança para o prédio no qual ainda se encontra (1970), sua transformação em colégio estadual (1973), a criação do Instituto de Educação de Campo Grande (1974) e 1978 quando passa a
se chamar Instituto de Educação Sarah Kubitscheck. Adotei como principais referenciais teóricos as noções de estratégia identitária de Dubar (1997) e memória coletiva (Halbwachs). O fio condutor da metodologia deste trabalho foi a análise do Histórico do Instituto de Educação Sarah Kubitscheck documento elaborado pela Secretaria Estadual de Educação e que foi orientando a busca e consequente análise de outras fontes: leis publicadas pelo Diário Oficial do antigo Estado da Guanabara, artigos de jornal e entrevistas. Acredito que as análises realizadas ao longo desta pesquisa permitiram evidenciar que a história do Sarah foi permeada por questões que contribuíram para consagrar uma imagem bastante específica acerca da mesma: a de uma instituição com longa tradição, notoriedade e excelência e que por isso teria contribuído para o reconhecimento e progresso de uma região que por décadas foi conhecida pelo significativo nome de
Sertão Carioca. / [en] Inserted in the field of History of Education this research adopted as a general objective to analyze aspects related to the preparation of the Social Identity of the current Institute of Education Sarah Kubitschek (IESK) also trying to take a look into the process of building a Collective Memory about the same institution especially in region in which the institution is located the West Zone Carioca. The choice of the adopted time frame: the years between 1957 and 1978 was driven by the view that in that period the current IESK lived six (6) key moments, mentioned below: The creation of Normal Sarah Kubitschek School (?1957) and its installation in the municipal school Venezuela, transfer to your first own place (1960), the move to the building in which is still (1970), its transformation into a state college (1973), the creation of Campo Grande Institute of Education (1974) and 1978 when passes to be called the Institute of Education Sarah Kubitschek. Adopted as its main theoretical references the identity strategy notions of Dubar (1997) and collective memory (Halbwachs). The thread of the methodology of this study was the analysis of the History of the Institute of Education Sarah Kubitschek document prepared by the State Department of
Education and has been guiding the search and subsequent analysis of other sources laws published by the Official Gazette of the former state of Guanabara, newspaper articles and interviews. I believe that the analyzes carried out during this research tried to highlighted the story Sarah was permeated by issues that
contributed to consecrate a very specific image about the same: that of an institution with a long tradition, notoriety and excellence and for this would have contributed to the recognition and progress of a region that for decades has been known by the significant name of Sertão Carioca.
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Promoting the "classroom and playground of Europe": Swiss private school prospectuses and education-focused tourism guides, 1890-1945Swann, Michelle 05 1900 (has links)
Since the late nineteenth century, Switzerland, a self-professed “playground” and “classroom” of the world, has successfully promoted itself as a desirable destination for international study and tourism. The historically entangled private schooling and tourism industries have steadily communicated idealised images of educational tourism in Switzerland via advertising. Concentrating on the period 1890 -1945 – when promotional ties between tourism organisations and private schools solidified – this thesis investigates the social construction of educational tourist place in two different types of promotion aimed at English-speaking markets: private international school prospectuses and education-focused tourism brochures. An analysis of early prospectuses from three long-standing private international schools and of education-focused tourism guides written by municipal organisations, travel agencies, school boards and the Swiss government revealed highly visual, ideologically-charged textual representations of locations and markets simultaneously defined, idealised and commodified international education in Switzerland. Chapters provide close interpretation of documents and aim, through thick description, to understand specific place-making examples within a wider socio-historical context. Chapter One examines the earliest prospectuses of Le Rosey and Brillantmont, two of the world’s must exclusive Swiss schools (1890-1916). An examination of photo-essay style prospectuses reveals highly selective portrayals of “Château” architecture communicated capacity to deliver a “high-class” and gender appropriate Swiss finishing. Visual cues hallmarking literary and sporting preferences indicated texts catered to the gaze of social-climbing, Anglo-centric markets desirous a continental cosmopolitan education that was not overly “foreign.” Chapter Two analyses the social construction of towns in French-speaking Switzerland as attractive educational centres (1890-1914). It explores how guides promoting Geneva, Neuchâtel and Lausanne constructed an idealised study-abroad landscape through thematic testaments to the educative capacities of local human and natural landscapes. The remaining chapters explore interwar texts. Chapter Three examines a high-altitude institute’s use of the idealising skills of high-end tourism poster artists to manufacture a pleasant, school-like image for the mountain sanatoria-like campus of Beau Soleil. Chapter Four investigates two series of education-focused tourism guidebooks which promoted education in Switzerland. An examination of a Swiss National Tourist Office series reveals discourses of nationhood racialised the Swiss as natural-born pedagogues and constructed Switzerland as a safe, moral destination populated by cooperative, multi-lingual and foreign student-friendly folk. An analysis of R. Perrin Travel Agency’s series explores guidebooks which openly classified education as a tourism commodity. The final chapter examines Le Rosey and Brillantmont’s interwar prospectuses within the context of complex, transnational schooling and school advertising practices. An analysis of images of school sports at winter holiday resorts suggests prospectuses expressed the sense of freedom which accompanies upper-class identity more so than any sense of gender-driven restriction. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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Les politiques de démocratisation de l’enseignement secondaire dans l’entre-deux-guerres : des classes amalgamées aux classes d’orientation, réformes et réactions aux réformes dans le monde politique et éducatif français / The politics of democratization of secondary education in the interwar period : from "classes amalgamées" to "classes d'orientation", reforms and reactions to reforms in the french political and educational worldSeguy, Jean-Yves 11 December 2010 (has links)
L’entre-deux-guerres se caractérise par la tentative de mise en œuvre de réformes s’inscrivant dans l’idéal d’instauration de l’école unique et visant la démocratisation de l’enseignement, en particulier de l’enseignement secondaire. Parmi les réactions à ces réformes de l’enseignement, le "démo-élitisme" mis en évidence par A. Robert (2005) constitue une forme subtile de réponse. Elle est d’autant plus efficace qu’elle se positionne au moins en apparence dans le camp des promoteurs de la réforme, puisqu’il s’agit de défendre l’idée de démocratisation de l’enseignement. Cette attitude est d’ailleurs souvent portée par des personnalités dont les options politiques sont proches de celles des réformateurs eux-mêmes.L’attitude démo-élitiste, dans la mesure où elle ne s’oppose pas de manière frontale et radicale aux projets de réforme, réussit à freiner, voire à empêcher la mise en œuvre effective des mesures envisagées. Cette position est facilitée par le fait que le projet des réformateurs peut lui-même être chargé d’ambiguïtés. Cette question des réformes et des réactions aux réformes est étudiée à travers deux moments essentiels : la mise en œuvre des classes amalgamées en 1926, et celle des classes d’orientation en 1937. / The inter-war period is characterized by the attempt to implement reforms in the ideal introduction to the "école unique" and to developp the democratization of education, especially secondary education. Among the reactions to these education reforms, the "demo-élitisme" showed by A. Robert (2005) is a subtle form of response. It is most effective because it is positioned at least in appearance in the camp of the proponents of reform, as it is to defend the idea of democratization of education. This attitude is often carried by politics including political options are similar to those of the reformers themselves.The "demo-elitiste" attitude, since it does not oppose a frontal and radical reform projects, able to slow or prevent the effective implementation of the measures. This position is facilitated by the fact that the project of reforming itself may be full of ambiguities.This issue of reforms and reactions to reforms is examined through two key moments : the implementation of the “classes amalgamées” in 1926, and of the “classes d’orientation” in 1937.
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Um dia belo, no outro esquecido = a história do Grupo Escolar Coronel Flamínio Ferreira - Limeira: SP (1901-1930) / A beautiful day, the other forgotten : the story of Colonel Flaminio Ferreira Group School - Limeira / SP (1901-1930)Santos, Alessandra de Sousa dos 18 August 2018 (has links)
Orientador: Mara Regina Martins Jacomeli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T14:33:45Z (GMT). No. of bitstreams: 1
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Previous issue date: 2011 / Resumo: O Estado de São Paulo testemunhou, nos anos de 1890 e nos seguintes, uma mudança significativa nos rumos da educação pública. Foi com a Proclamação da República, em 1889, que os liberais iniciaram um movimento que reformulou o ensino paulista. As bandeiras do liberalismo e do positivismo despertaram nos governantes paulistas a necessidade de uma educação escolarizada, que formasse no cidadão conceitos como democracia, república, civismo, patriotismo, entre outros. Os Grupos Escolares, criados a partir da Reforma da Instrução Pública do Estado de São Paulo, de 1892, foram os espaços para atender às necessidades de escolarização do povo. Foi a primeira vez que a população brasileira conheceu um sistema de ensino organizado que contemplasse, em seu conjunto, um sistema seriado e graduado. O município de Limeira, situado no interior do Estado de São Paulo, ficou conhecido no contexto da economia paulista por ter sido um dos maiores produtores e exportadores de café do século XIX. Foi, também, em Limeira que se iniciaram, de forma pioneira, as contratações de trabalhadores livres para a lavoura cafeeira, formando no núcleo da Fazenda Ibicaba, as primeiras colônias europeias. No ano de 1901, o Governo do Estado de São Paulo inaugurou em Limeira o primeiro Grupo Escolar, em casa cedida pelo Coronel Flamínio Ferreira de Camargo, cujo nome foi dado à instituição criada, em reconhecimento aos serviços que o Coronel prestou ao município. Em 1906, foi inaugurado o prédio construído especificamente para abrigar as instalações do Grupo Escolar Coronel Flamínio Ferreira, que teve transferidas suas instalações em julho de 1907. Este trabalho é resultado da análise de fontes primárias e secundárias sobre o tema e o período analisados, que permitem, em seu conjunto, compreender em que medida o Grupo Escolar Coronel Flamínio Ferreira contribuiu para a disseminação da educação escolarizada no Estado de São Paulo na Primeira República e qual a sua importância para a instrução pública no município de Limeira. / Abstract: The State of São Paulo witnessed in the 1890s and the following years a significant change in the public educational system. It all started after the Proclamation of Republic in 1889, when the liberals initiated a movement that reformed the education in São Paulo. The beliefs of liberalism and positivism awakened the government of São Paulo the necessity to create an educational system that provided for the citizens concepts such as democracy, republic, civil pride, patriotism, among others. The elementary schools, built after the Reform of Public Teaching of the State of São Paulo in 1892, were places that provided education to the population. It was the first time that the Brazilian people were aware of an organized educational system that contemplated a gradual system of school. The city of Limeira, located in the countryside of the State of São Paulo, was known in the state economy to have been one of the biggest producer and exporter of coffee in the 19th century. It was also in Limeira that for the first time they hired free workers to work in the coffee agriculture, forming inside Ibicaba Farm the first European colonies. In 1901, the government of the State of São Paulo inaugurated in Limeira the first Elementary School, in a building provided by Colonel Flaminio Ferreira de Camargo, whose name was given to this school in recognition to his services for the community. In 1906, the school building was inaugurated to hold the facilities of "Grupo Escolar Coronel Flaminio Ferreira" that was transferred to the new facilities in July, 1907. This paper is the result of analysis of primary and secondary sources about this subject and its period that permits us to understand how much this school contributed for the dissemination of school education in the State of São Paulo during the First Republic and its importance to the public teaching in the city of Limeira. / Mestrado / Filosofia e História da Educação / Mestre em Educação
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Com a palavra, os alunos : associativismo discente no grêmio literário Clodomir SilvaRodrigues, Simone Paixão 06 March 2015 (has links)
This thesis has as object of study the Literary Guild Clodomir Silva, student association with literary and cultural purposes, created in 1934 by a group of 15 secondary school students of
Atheneu Sergipense. Research has as main objective to analyze the creation of this Association, in a model of voluntary associations, which, in conjunction with its purposes has
configured as an educational and cultural practice that has contributed to the training of students of that educational institution. The clipping of timeline started in 1934, the year of
foundation of the guild and the final mark is the year of 1956, which corresponds to the moment when the department of arts and literature of the guild, named Clodomir Silva Academy, due to internal disagreements related to their purpose, became independent, thus creating a new student association named Arcadia High School Student Estadual of Sergipe. For the production of this study, I adopted a methodological approach consistent with historical research and theoretical assumptions of the history of education, and based on Cultural history, I defined as categories of analysis the concepts of school culture (JULIA, 2001), associativism (TOCQUEVILLE, 2005) and art of associate (TOCQUEVILLE, 2000). I defend the thesis that the Literary Guild Clodomir Silva created and organized by students
was part of the art of associate in Atheneu Sergipense and was consisted as a model of voluntary associations in which students gathered and joined voluntarily motivated by
identification with the objectives and the purposes of group. Through their practices and activities that student association has contributed to the development of autonomy, the spirit
of cooperation and responsibility, as well as for the formation of youth. The study highlights the figure of students within a model of education and literary and cultural practices, which
justifies its relevance for meet the need to understand how the student associations were formed as an important area of education that has contributed to the strengthening of the
cultural, moral and political values of youth. Through the analysis of a diversity of sources, among which I highlight the minutes and papers of the guild, I discovered that students in his
school everyday life, interacted with the school and the society. Students, real actors of urban and cultural life, through the activities of the student association, established spaces marked
relations, established their environments of sociability and transformed the Literary Guild Clodomir Silva in a significant element of the school culture of Atheneu Sergipense. / A presente tese tem como objeto de estudo o Grêmio Literário Clodomir Silva, associação estudantil com fins literários e culturais, criada em 1934 por um grupo de 15 alunos do ensino
secundário do Atheneu Sergipense. A investigação tem como objetivo principal analisar a criação dessa associação, dentro de um modelo de associativismo voluntário, o qual, conjugado com suas finalidades, configurou-se como uma prática educativa e cultural que contribuiu para a formação dos alunos daquela instituição de ensino. O recorte temporal inicia em 1934, ano de fundação do grêmio, e o marco final é o ano de 1956, que corresponde ao momento em que o departamento de artes e literatura do grêmio, denominado Academia Clodomir Silva, devido a divergências internas relacionadas às suas finalidades, tornou-se independente, criando-se, assim, uma nova associação estudantil denominada Arcádia Estudantil do Colégio Estadual de Sergipe. Para a produção deste estudo, adotei um caminho metodológico coerente com a pesquisa histórica e com os pressupostos teóricos da História da Educação, e, sob a luz da História Cultural, defini como categorias de análises os conceitos de cultura escolar (JULIA, 2001), associativismo (TOCQUEVILLE, 2005) e arte de se associar (TOCQUEVILLE, 2000). Defendo a tese de que o Grêmio Literário Clodomir Silva, criado e organizado por alunos, fez parte da arte de se associar presente no Atheneu Sergipense e constituiu-se como um modelo de associativismo voluntário em que os alunos se reuniram e se associaram de forma voluntária, motivados pela identificação com os objetivos e as finalidades presentes. Através de suas práticas e atividades, essa associação estudantil contribuiu para o desenvolvimento da autonomia, do espírito de colaboração e de responsabilidade, bem como para a formação da juventude. O estudo põe em destaque a
figura do discente dentro de um modelo de educação e práticas literárias e culturais, o que justifica sua relevância por atender à necessidade de compreender como as associações estudantis constituíram-se como importante espaço de educação que contribuiu para o fortalecimento dos valores culturais, morais e políticos da juventude. Por meio da análise de uma diversidade de fontes, dentre as quais destaco as atas e os jornais do grêmio, descobri um cotidiano discente que contracenava com a escola e a sociedade. Os alunos, atores reais desse cotidiano urbano e cultural, por meio das atividades agremiativas, demarcaram espaços, estabeleceram relações, instituíram seus ambientes de sociabilidade e transformaram o Grêmio Literário Clodomir Silva em um elemento significativo da cultura escolar do Atheneu Sergipense.
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