Made available in DSpace on 2015-04-22T21:56:08Z (GMT). No. of bitstreams: 1 Deuzilene Marques Salazar.pdf: 603496 bytes, checksum: 4b608f27e049a0f0b14d1ded5bc04bc4 (MD5) Previous issue date: 2007-02-15 / This study focuses on the middle education inside the Salesian Educative Project of Dom Bosco School of Manaus in the period between 1998 and 2003, acording to the principles of the San Francisco of Sales Society and the directives of the brazilian national education. It situates the historical antecedents of the middle education on the Dom Bosco School of Manaus and links the pedagogical process of salesian education for this stage of the education to the brazilian political education. Because of it is a theme with an historical interface, based on documents, we applied qualitative research methods. Among the selected data sources, the teaching inspectors reports enabled the analysis of the historical antecedents of middle education in the School. At the same manner, the qualitative research was applied to another documents as the school registers, the curricula, registration maps, oficial mail, plans of courses, school schedules and the school census. The research is structured in three chapters. The first presents the principles of salesian education and the historical antecedents of the middle education in the Dom Bosco Scholl of Manaus. The second chapter focuses on the principles and directives of Educative Project Salesian for the Amazon emphasizing a salesian presence on the educative and social actions. The third chapter analyzes the historical movement in proposing and organizing the middle education in the Educative Project Salesian of Dom Bosco Scholl of Manaus, between 1998 and 2003, connected with the educational process of salesian education for teenagers and the youth in Manaus and with the directives to the brazilian national education. The research asserts the intention of that religious institution in leading the middle education to make the students ready to college exams such as to diffuse the principles of salesian education. / O estudo investiga o ensino médio no Projeto Educativo Pastoral Salesiano do Colégio Dom Bosco de Manaus no período de 1998 a 2003, de acordo com os princípios da Sociedade de São Francisco de Sales e as diretrizes para a educação nacional. Situa os antecedentes históricos do ensino médio no Colégio Dom Bosco de Manaus e articula os processos pedagógicos da educação salesiana para esta etapa de ensino diante da política educacional brasileira. Por se tratar de uma temática com interface histórica, com ênfase nos documentos, utilizou-se a abordagem qualitativa. Dentre as fontes selecionadas os relatórios dos inspetores de ensino possibilitaram as aproximações dos antecedentes históricos do ensino médio no Colégio. Como também privilegiou as atas escolares, matriz curricular, mapas de matrícula, histórico escolar, correspondência oficial, planos de curso, agendas escolares e o censo escolar. A investigação se organiza em três capítulos, sendo que o primeiro apresenta os princípios da educação salesiana e os antecedentes históricos do ensino médio no Colégio Dom Bosco de Manaus. O segundo enfoca os princípios e diretrizes do Projeto Educativo Pastoral Salesiano para a Amazônia explicitando a presença salesiana nas obras educativas e sociais. O terceiro capítulo analisa o movimento histórico de oferecimento e organização do ensino médio no Projeto Educativo Pastoral Salesiano do Colégio Dom Bosco, no período de 1998 a 2003, em articulação com os processos educativos da educação salesiana para a formação de jovens e adolescentes em Manaus e com as diretrizes para a educação nacional. A pesquisa reafirma a intencionalidade desta instituição confessional em direcionar o ensino médio à preparação dos estudantes aos exames vestibulares bem como a difusão dos princípios da educação salesiana.

Annotation: The presented work deals with the contemporary Salesian education on the background of pedagogical principles of the preventive system of Don Bosco, which was formulated as a response to concrete historical conditions of life and needs of young boys in Turine in the second half of the 19th century and was based on a personal experience of a young priest and tutor John Bosco. The goal of the work is to ascertain through an analysis of the contemporary Salesisan education and concrete activities of Czech Salesian Youth Centres, whether and in what extant the Salesian activities can be considered as a social pedagogical work. The work is divided into five parts. Part One is focused on the historical context of the origin of the Salesian movement, whereas Part Two on the preventive system, as was applied by Don Bosco in his work. Part three is dedicated to the contemporary Salesian education and Part Four describes the functions, methods and forms of work in Czech Salesian Youth Centres. In Part Five I examine through the analysis of the contemporary Salesian education and activities of selected Czech Salesian Youth Centres, whether and in which extant the Salesian activities reflect and fulfil social pedagogical aspects of youth work. Key words: Social pedagogical work; Bosco Giovanni; Salesians of...

Made available in DSpace on 2016-04-27T16:33:18Z (GMT). No. of bitstreams: 1 Dorcelina de Fatima Rampi.pdf: 23069997 bytes, checksum: bcf3bb290db88545e0200aa2856ffa02 (MD5) Previous issue date: 2007-02-27 / In this research, the aim is at the educational performance of Salesian Sisters in Brazil that was developed in the Escola Normal Livre anexa ao Colégio de Santa Inês in order to give teacher formation between the years of 1927 ( when the state government approved the Escola Normal Livre anexa ao Colégio de Santa Inês , under the law number 2.269 in December 31st, 1927) to 1937 ( the beginning of the Estado Novo ). Withim this topic, it is possible to deal with different subjects as teacher formation, teacher training school, catholic education, woman and salesian education, alphabetization and gender relation. In order to show the specific teacher profile that was being formed in this catholic institution, pedagogical proposals, objectives, curriculums, school daily, obtained results, layman and catholic references of education developed in this Institution were analysed. Besides, this research presents the value of bringing elements from the past which can be considered nowadays in the pedagogical proposal of Colégio de Santa Inês and to understand what characterized, in the period mentioned, the pedagogical project used in the Escola Normal Livre anexa ao Colégio de Santa Inês and which were the main principles that guided this project, there is a question that guides the research and it is about what the catholic pedagogy was and in what it differred from the layman pedagogy. It is supposed that, as a catholic institution, the Teacher Training School mentioned above, had recourses to religious teaching that supported it and had also recourses to the methods from oficial layman institutions where the pedagogy of the Escola Nova was developed adjusting itself to the educative pattern of the congregation. To this research, the school chronicles, the historical book from the Teacher Training Course and the School Office documents were used. Most of the information refers to the internal life of the Institution. As a conclusion, with this study, it is possible to say that this school followed seriously its organization and working as it was waited as a normal school and assumed in its pedagogical practice the methods of the catholic pedagogy and elements from the Escola Nova pedagogy / Nesta pesquisa, o enfoque recai sobre a atuação educativa das Irmãs Salesianas no Brasil, desenvolvida na Escola Normal Livre Anexa ao Colégio de Santa Inês para a formação de professoras, entre os anos de 1927 (quando da aprovação, obtida do governo estadual, da escola normal livre anexa ao colégio de Santa Inês nos moldes da Lei 2.269 de 31 de dezembro de 1927) a 1937 (início do Estado Novo). Por essa temática, dialoga com assuntos como formação de professores, escola normal, educação católica, educação feminina, educação salesiana, alfabetização e relação de gênero. Ao se examinarem as propostas pedagógicas, objetivos, currículos, cotidiano escolar, resultados obtidos, referências leigas e católicas de educação desenvolvidos nessa Instituição, pretende-se desvelar o perfil específico de professora que foi sendo formado nessa instituição católica. Além disso, esta pesquisa tem o valor de trazer do passado elementos que podem ser atualmente considerados na proposta pedagógica do Colégio de Santa Inês. Para compreender o que caracterizou, no período em foco, o projeto pedagógico implementado na Escola Normal Livre anexa ao Colégio de Santa Inês, quais eram os princípios fundamentais que o orientava, a pergunta que orienta a pesquisa versa sobre o que era a pedagogia católica e no que ela diferia da pedagogia laica? A hipótese é que, como uma instituição católica, a referida Escola Normal valia-se dos pressupostos religiosos que a sustentava, mas também de métodos de instituições oficiais laicas, nas quais se desenvolvia a pedagogia da Escola Nova, conformando-a ao padrão educativo congregacional. Como principais fontes de pesquisa são utilizadas as crônicas da casa, o livro histórico do Curso Normal e os documentos da Secretaria Escolar. A maioria dos dados refere-se à vida interna da Instituição. Com o estudo, pôde-se concluir que esta escola, não só na sua organização e funcionamento seguiu rigorosamente o que então era esperado de uma escola normal, como sua prática pedagógica assumiu, além dos métodos da pedagogia católica, elementos da pedagogia da Escola Nova