Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-30T23:34:36Z No. of bitstreams: 1 FranciscoCarlosOliveiraDeSousa_TESE.pdf: 30845156 bytes, checksum: a2b2a0fa6fa198bf7e3c1252a8b1f5fa (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-02T21:46:01Z (GMT) No. of bitstreams: 1 FranciscoCarlosOliveiraDeSousa_TESE.pdf: 30845156 bytes, checksum: a2b2a0fa6fa198bf7e3c1252a8b1f5fa (MD5) / Made available in DSpace on 2016-06-02T21:46:02Z (GMT). No. of bitstreams: 1 FranciscoCarlosOliveiraDeSousa_TESE.pdf: 30845156 bytes, checksum: a2b2a0fa6fa198bf7e3c1252a8b1f5fa (MD5) Previous issue date: 2015-02-27 / Esta tese prop?e-se investigar a forma??o escolar profissional de jovens para o mundo dotrabalho, realizada na institui??o, cujas denomina??es, no recorte temporal delimitado (1909-1971), foram: Escola de Aprendizes Art?fices, Liceu Industrial, Escola Industrial, EscolaIndustrial Federal e Escola T?cnica Federal do Rio Grande do Norte. O corpus documental dainvestiga??o inclui legisla??o, livro de matr?culas, atas de reuni?es, relat?rios, registro deempregados, correspond?ncias e impressos. Nos procedimentos metodol?gicos, recorreu-se ?investiga??o documental, bibliogr?fica, iconogr?fica, aplica??o de question?rios e realiza??ode entrevistas. A orienta??o te?rico-metodol?gica para an?lise das fontes ancora-se,principalmente, nas reflex?es de Justino Magalh?es (2004), Paolo Nosella e Ester Buffa(2009), por entender-se que historiar uma institui??o escolar ? compreender e esclarecer osprocessos e compromissos sociais como condi??o instituinte de regula??o e de manuten??onormativa, levando-se em conta os comportamentos, representa??es e projetos dos sujeitos narela??o com a realidade material e sociocultural de contexto. A institui??o escolar investigadafoi criada pelas determina??es do Decreto n? 7566, de 23 de setembro de 1909, com o intentode formar oper?rios e contramestres para a ind?stria local/estadual. Considerando-se esseintento, a investiga??o empreendida evidenciou tr?s fases no percurso hist?rico institucional:a primeira (1909-1942), engloba desde a cria??o da Escola de Aprendizes Art?fices at? oper?odo do Liceu Industrial, momento em que se desenvolve a educa??o de natureza social,com o ensino elementar de of?cios e a forma??o para a manuten??o da ordem; a segunda(1942-1963), referida como uma fase de transi??o, abrange, essencialmente, o per?odo daEscola Industrial de Natal, quando s?o oferecidos cursos b?sicos do gin?sio industrial e seconjuga a forma??o para a prote??o social com altera??es em dire??o ? finalidade oficial dainstitui??o; a terceira (1963-1971) abrange a fase final da Escola Industrial, o per?odo daEscola Industrial Federal e a fase inicial da Escola T?cnica Federal do Rio Grande do Norte,quando, sob o contexto do nacional-desenvolvimentismo, foram institu?dos cursos t?cnicos,modifica??es no corpo docente e discente, bem como na estrutura f?sica institucional. Com asmudan?as verificadas, conclui-se que se eliminaram, gradualmente, as contradi??es entre aforma??o ministrada na Escola e as necessidades do mercado de trabalho e se ampliaram aspossibilidades de inser??o profissional de seus egressos. / This dissertation proposes to investigate the vocational training of young adults for the world of work carried out in the Institution whose names in the delimited temporal cut-off (1909- 1971) were: Escola de Aprendizes Art?fices, Liceu Industrial, Escola Industrial, Escola Industrial Federal e Escola T?cnica Federal do Rio Grande do Norte (School of Artificer Apprentices, Industrial Lyceum, Industrial School, Federal Industrial School, and Federal Technical School of Rio Grande do Norte). The documental corpus of investigation includes legislation, student enrollment registrations, minutes of meetings, reports, employees? files, correspondence, and printed matter. In the methodological procedures, it was used documental, bibliographic, and iconographic investigation, questionnaire administration as well as interviews. The theoretical-methodological orientation for the source analysis is specially based in Justino Magalh?es?s, Paolo Nosella?s and Ester Buffa?s (2009) reflections. Relating the history of an educational institution means to understand and clarify the processes and social commitments as an instituting condition of regulation and normative maintenance, taking into account the behaviors, representations, and projects of subjects in relation to material and sociocultural reality of context. The Decree No. 7.566 of July, 23, 1909, created the investigated educational institution whose goal was to train workers and foremen for local/state industry. Considering this purpose, the investigation made evident three stages in the institutional historical trajectory: the first phase (1909-1942) encompasses the creation of the School of Artificer Apprentices and the Industrial Lyceum, a period for the development of social nature education along with craftworks elementary instruction, and training for the sustainment of order; the second one (1942-1963) is referred to as a transitional phase; it essentially includes the period of the Industrial School of Natal, when basic courses of the industrial senior high school are offered and there is a combination of training for the social protection with changes towards the official purpose of the Institution; the third one (1963-1971) comprises the final phase of the Industrial School of Natal, the time period of the Federal Industrial School, and the initial phase of the Federal Technical School of Rio Grande do Norte when, under the national-developmentalism context, technical courses were established, modifications in teaching staff and student body were introduced as well as in the physical institutional structure. With the verified changes, the study concludes that contradiction between training given in the School and the needs of labor market were gradually eliminated, and possibilities of professional insertion for alumni were expanded.

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 2017-05-04T23:29:47Z No. of bitstreams: 1 RosangelaSilvaOliveira_TESE.pdf: 6947276 bytes, checksum: e6000ae9a622893ac027cc969212181d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-05-04T23:35:25Z (GMT) No. of bitstreams: 1 RosangelaSilvaOliveira_TESE.pdf: 6947276 bytes, checksum: e6000ae9a622893ac027cc969212181d (MD5) / Made available in DSpace on 2017-05-04T23:35:26Z (GMT). No. of bitstreams: 1 RosangelaSilvaOliveira_TESE.pdf: 6947276 bytes, checksum: e6000ae9a622893ac027cc969212181d (MD5) Previous issue date: 2014-07-29 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Este estudo analisou a forma da escola prim?ria maranhense e seus elementos constitutivos durante o per?odo de 1889 a 1912. Buscou-se compreender a identifica??o da configura??o da organiza??o escolar prim?ria provincial maranhense na ?ltima d?cada imperial para analisar as rupturas e continuidades inferidas com o novo regime pol?tico, tornando evidente a din?mica das estrat?gias, processos e dispositivos escolares que constitu?ram a forma escolar prim?ria republicana no Estado do Maranh?o. Com dados coletados em fontes documentais, iconogr?ficas e bibliogr?ficas, as fontes impressas utilizadas foram documentos de tramita??o legislativa, Regulamentos e Regimentos Escolares, jornais e revistas em circula??o no Maranh?o durante o per?odo em estudo, registro escrito de Confer?ncias P?blicas, livros did?ticos escritos por professores normalistas, os anais do I Congresso Pedag?gico do Maranh?o e resultados de pesquisas acad?micas sobre a hist?ria da educa??o maranhense na Primeira Rep?blica. Identificou-se detalhes da rela??o pedag?gica na escola prim?ria de infantes maranhenses, registradas sob a forma de mem?ria escrita, importantes para identificar os elementos constitutivos da forma escolar prim?ria. Os resultados das an?lises sobre a forma escolar prim?ria republicana no Estado do Maranh?o no per?odo investigado apontaram que esta constituiu-se sob uma din?mica que requeria altera??es nas rela??es sociais de indiv?duos e grupos das massas populares para organiza??o da sociedade maranhense em cadeias de interdepend?ncias, sob a forma de unidade federativa. Neste contexto, a forma da escola p?blica prim?ria maranhense foi configurada com dispositivos de escolaridade que promoviam ? sistematicamente e simultaneamente, mas em graus distintos dependendo das condi??es socioecon?micas da localidade onde a escola prim?ria estava inserida - a desincorpora??o, desvinculamento e o deslocamento dos usos, costumes e saberes nativos para um saber cultural padronizado, mas imanentes aos sujeitos constitu?dos e ?s situa??es que os produziram, (re)formando o cidad?o maranhense com saberes reincorporados para um destino social espec?fico: as pris?es psicossociais do iletrismo. / This study analyzed the shape of Maranh?o primary school and its components during the period from 1889 to 1912. We tried to understand configuration identification of the provincial primary school organization in Maranh?o last imperial decade to analyze the ruptures and continuities inferred with the new regime political, pointing to the dynamics of the strategies, processes and school devices that formed the Republican primary school form in the state of Maranh?o. With data collected from documental, iconographic and bibliographic sources, printed sources used were documents the legislative process, Regulations and Regiments School, newspapers and magazines in circulation in Maranh?o during the period under study, written record of Public Conferences, textbooks written by teachers normalistas, the annals of Pedagogical I do Maranh?o Congress and results of academic research on the history of Maranh?o education in the First Republic. It was identified pedagogical relationship details in elementary school Maranh?o infants, registered in the form of written memory, important to identify the components of the primary school form. The results of the analysis of Republican primary school form in the State of the investigated period indicated that this consisted in a dynamic requiring changes in social relations of individuals and groups of the masses for the organization of society in Maranh?o interdependencies chains under the form of federal unit. In this context, the shape of Maranh?o public elementary school was set up with educational devices that promoted - systematically and simultaneously but in different degrees depending on the socio-economic conditions of the location where the primary school was inserted - the demerger, disassociation and the displacement of uses, native customs and knowledge to a standardized cultural knowledge, but immanent to become subjects and situations that produced them, (re) forming the Maranh?o citizen with knowledge reintroduced for a specific social destination: the psychosocial illiteracy prisons.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-04T20:55:35Z No. of bitstreams: 1 TainaDaSilvaBandeira_DISSERT.pdf: 3813427 bytes, checksum: 77def794bc1e636abb8cd0e4889c96a5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-11T00:14:25Z (GMT) No. of bitstreams: 1 TainaDaSilvaBandeira_DISSERT.pdf: 3813427 bytes, checksum: 77def794bc1e636abb8cd0e4889c96a5 (MD5) / Made available in DSpace on 2017-10-11T00:14:25Z (GMT). No. of bitstreams: 1 TainaDaSilvaBandeira_DISSERT.pdf: 3813427 bytes, checksum: 77def794bc1e636abb8cd0e4889c96a5 (MD5) Previous issue date: 2017-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Este trabalho tem por objeto o processo de cria??o da Escola T?cnica de Com?rcio Uni?o Caixeiral, no per?odo de 1911 a 1937, no munic?pio de Mossor?/RN, e est? inserido no campo da Hist?ria das Institui??es Escolares. Essa escola foi criada pela entidade trabalhista Sociedade Uni?o Caixeiral, grupo que reunia comerciantes locais em prol de desejos em comum. Objetivando analisar o pensar e criar essa Institui??o Escolar, indagamos em que medida as determina??es dos contextos - socioecon?mico e educacional ? definiram o processo de institucionaliza??o da Escola T?cnica de Com?rcio Uni?o Caixeiral pela Sociedade Uni?o Caixeiral. Tendo como hip?tese que a escola foi determinada por esses contextos e que no ato da sua implanta??o, reafirmou as caracter?sticas dicot?micas oriundas do contexto socioecon?mico e constitu?das no cen?rio educacional. Na busca por respostas, utilizamos como fonte os documentos da Sociedade Uni?o Caixeiral, jornais digitalizados e impressos, documentos legais, Relat?rios dos Presidentes do Estado, literatura pertinente e textos memorial?sticos. Como abordagem mais vi?vel, foi utilizada a dial?tica na abordagem marxista, assim, foi poss?vel compreender a conex?o ?ntima entre o que a sociedade produz e a forma que se ? produzida. Por pensarmos na sistematiza??o de pr?ticas informais at? sua implanta??o e, nesse percurso, analisarmos as dicotomias que caracterizaram essa institucionaliza??o temos por conceitos base Institui??o ? com base nos estudos de Magalh?es (2004) ? e Dualidade ? embasado em Cunha (2005). O ensino comercial come?ou a ser pensado logo ap?s a funda??o da Sociedade Uni?o Caixeiral, em 1911, que exercia pr?ticas informais lecionadas pelos pr?prios s?cios. Na busca por destaque social, essa entidade fortaleceu o processo de institucionaliza??o e, em 1936, implantou a Escola T?cnica de Com?rcio Uni?o Caixeiral, um espa?o de ensino profissional organizado pela elite com pretens?o de atender aos seus funcion?rios. Essa a??o seguia a pr?pria din?mica do munic?pio de Mossor?, elite pensando modifica??es do munic?pio com base em suas pr?prias necessidades e interesses. Desse modo, o processo, aqui analisado, foi delineado pelas dualidades hier?rquicas, nas quais a camada social dos dirigentes foi privilegiada em detrimento do grupo de trabalhadores e, cunhou a escola que, por ser direcionada aos funcion?rios do com?rcio, iniciou oferecendo ensino instrumental e estruturas deficientes reafirmando a precariedade presente nos outros espa?os sociais direcionados ao grupo social oposta a elite. A Escola T?cnica de Com?rcio Uni?o Caixeiral foi criada como forma de reafirmar, em Mossor?, o poder da Sociedade Uni?o Caixeiral, que expandia sua influ?ncia al?m do espa?o econ?mico, adentrando no educacional. / The following work has purpose the process of create of the Technical School of Trade of the Uni?o Caixeiral, from 1911 to 1937, in the municipality of Mossor? / RN, and is part of the History of Education Institutions. This school was created by the labor entity Uni?o Caixeiral Society, a group that brought together local merchants for common desires. In order to analyze the thinking and creation of this School Institution, it investigate to what extent the determinations of the contexts - socioeconomic and educational - defined the process of institutionalization of the Technical School of Trade of the Uni?o Caixeiral by Uni?o Caixeiral Society. Based on the hypothesis that the school was determined by these contexts and that at the time of its implementation, it reaffirmed the dichotomous characteristics derived from the socioeconomic context and constituted in the educational scenario. In search of answers,it used as sources the documents of the Uni?o Caixeiral Society, digitized and printed newspapers, legal documents, State Presidents Reports, pertinent literature and memorialistic texts. As a more viable approach, dialectics was used in the marxist approach, so it was possible to understand the intimate connection between the way society produces material existence and the school it creates. Thinking at systematization of informal practices until its implementation of the school and, in this course, it analyze the dichotomies that characterize this institutionalization, we have as concepts: Institution - based on the studies of Magalh?es (2004) - and Duality - from the studies of Cunha (2005). Commercial Teaching began to be thought of right after the foundation of Uni?o Caixeiral Society, in 1911, which already practiced informal practices taught by its members. In the quest for social prominence, this entity strengthened the process of institutionalization and, in 1936, implemented the Technical School of Trade of Uni?o Caixeiral, a space of organized professional teaching by the select people with the intention of serving its employees. This action followed the own dynamics of the municipality of Mossor?, the elite thinking of modifications of the municipality based on their own needs and interests. In this way, the process analyzed here was delineated by the hierarchical dualities, in which the social layer of the leaders was privileged to the detriment of the group of workers, and coined the school that, because it was directed to the employees of the trade, began offering instrumental teaching and deficient structures reaffirming the precariousness present in the other social spaces directed to the opposite social group of the elite. The Technical School of Trade of Uni?o Caixeiral was created as a way to reaffirm, in Mossor?, the power of the Uni?o Caixeiral Society, which expanded its influence beyond economic space, into the educational.