Thèse (M.A.)--Université de Sherbrooke (Canada), 2008. / Titre de l'écran-titre (visionné le 1 février 2007). In ProQuest dissertations and theses. Publié aussi en version papier.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Jean Allman. Includes bibliographical references (leaves 263-282) Available on microfilm from Pro Quest Information and Learning.

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This thesis is about the social, political, and economic interactions that took place in and around the Universities’ Mission to Central Africa (UMCA) in two very different regions: north-eastern Tanzania and Zanzibar. The mission was for much of the period a space in which people could – often inventively – make a living through education, employment, and patronage. Indeed, particularly in the period preceding British colonial rule, most Christians were mission employees (usually teachers) and their families. Being Christian was, in one sense, a livelihood. In this era before the British altered the political economy, education had only limited appeal, while the teaching profession was not highly esteemed by Africans, although it offered some teachers the security and status of a regular income. From the 1860s to the 1910s, the UMCA did not offer clear trajectories for most of the Africans interacting with it in search of a better life. Markers of coastal sophistication, such as clothing or Swahili fluency, had greater social currency, while the coast remained a prime source of paid employment, often preferable to conditions offered by the mission. By the end of the period, Christians were at a social and economic advantage by virtue of their access to formal institutional education. This was a major shift and schooling became an obvious trajectory for future employment and economic mobility. Converts, many of whom came from marginal social backgrounds, sought to overcome a heritage of exploitative social relations and to redraw the field for the negotiation of dependency to their advantage. However, as this thesis shows, the mission also contributed to new sets of exploitative social relations in a hierarchy of work and education.

This research theme is the historical trajectory of the discipline History of Education in the formation of normal course students of the Colégio Nossa Senhora do Patrocínio, located in Patrocínio, Minas Gerais. The time line covers the period between 1947, when the institution started offering teaching formation education 2nd Cycle and simultaneously there is the issue of the discipline History of Education in the curriculum, and 1971, when there was 1st and 2nd degrees Reform. As a general objective aims to interpret the historical trajectory of the discipline History of Education in teacher training undertaken in the normal course of the Colégio Nossa Senhora do Patrocínio, encompassing an approach to identity, space, time, knowledge and teaching methods in the period between 1947 and 1971. As a research method is proposed as literature, documentary research and the use of testimonials from normal course students as empirical evidence (heuristics) to textual interpretation and argumentation (hermeneutics). As a theoretical basis, it recognizes the importance of thinking André Chervel (1990) as a reference for investigations into the History of School Disciplines. Furthermore, we chose to analyze the determinants according to the categories stipulated by Santos (2007): the presence, identity, standards and objectives; programmatic profile, profile faculty and student profile; teaching materials. Other authors such as Almeida Filho (2008), Araújo, Freitas and Lopes (2008), Azzi (1994), Bastos (2006), Bourdieu (2007) (2004), Carvalho and Gatti Júnior (2011), Gatti Júnior and Pintassilgo (2007), Gatti Júnior and Inácio Filho (2005), Guiraldelli Jr. (1994), Nagle (1974), Nóvoa (1994), Nunes (1996), Roballo (2007), Romanelli (1996), Saviani (2007), Segers et al (1995) and Tanuri (2000) were also key to the development of this thesis. The presence and historical trajectory of the discipline of History of Education at the Colégio Nossa Senhora do Patrocínio can be understood taking into account contextual aspects, institutional, ideological and pedagogical intrinsically related to the genesis, function and operation of discipline within the curriculum, covering purposes prescribed and real purposes. As part of a course aimed at normal course students in a Catholic confessional institution, discipline takes basically two functions related to education as an instrument of indoctrination Catholic, and education, as inventory of pedagogical ideals, major educational events developed throughout history. / A presente investigação tem como tema a trajetória histórica da disciplina História da Educação na formação de normalistas do Colégio Nossa Senhora do Patrocínio, situada em Patrocínio, Minas Gerais. O recorte temporal engloba o período entre 1947, quando a instituição passa a ofertar o Ensino Normal de 2.º ciclo e, simultaneamente, há a introdução da disciplina História da Educação no currículo, e 1971, quando da Reforma de 1.º e 2.º graus. Como objetivo geral pretende-se interpretar a trajetória histórica da disciplina História da Educação na formação de professores empreendida no Curso Normal do Colégio Nossa Senhora do Patrocínio, englobando uma abordagem da identidade, do espaço, do tempo, dos saberes e métodos pedagógicos, no período entre 1947 e 1971. Como método de investigação propõe-se a pesquisa bibliográfica, a pesquisa documental e o uso de depoimentos das normalistas como evidências empíricas (heurística) para a interpretação e argumentação textual (hermenêutica). Como fundamentação teórica, reconhece-se a relevância do pensamento de André Chervel (1990) como referência para as investigações relativas à História das Disciplinas Escolares. Além disso, optou-se por analisar as determinantes conforme as categorias estipuladas por Santos (2007): presença; identidade; normas e finalidades; perfil programático; perfil docente e perfil discente; materiais pedagógicos. Outros autores como Almeida Filho (2008), Araújo, Freitas e Lopes (2008), Azzi (1994), Bastos (2006), Bourdieu (2007) (2004), Carvalho e Gatti Júnior (2011), Gatti Júnior e Pintassilgo (2007), Gatti Júnior e Inácio Filho (2005), Guiraldelli Jr. (1994), Nagle (1974), Nóvoa (1994), Nunes (1996), Roballo (2007), Romanelli (1996), Saviani (2007), Segers et al (1995) e Tanuri (2000) também foram fundamentais para o desenvolvimento da presente tese. A presença e a trajetória histórica da disciplina História da Educação no Colégio Nossa Senhora do Patrocínio pode ser compreendida levando-se em consideração aspectos contextuais, institucionais, ideológicos e pedagógicos intrinsecamente relacionados à gênese, à função e ao funcionamento da disciplina no contexto curricular, abrangendo finalidades prescritas e finalidades reais. Como parte de um curso voltado para normalistas em uma instituição confessional católica, a disciplina assume basicamente duas funções voltadas à educação, como instrumento de doutrinação católica, e ao ensino, como inventário das ideais pedagógicas, dos principais eventos educacionais desenvolvidos ao longo da história. / Doutor em Educação