Made available in DSpace on 2016-04-27T16:33:20Z (GMT). No. of bitstreams: 1 EHPS - Leonete Luzia Schmidt.pdf: 2184245 bytes, checksum: 6734c8b6da345bf296f1791a30768839 (MD5) Previous issue date: 2006-11-28 / Some aspects of the educational cul ture in the State of Santa Catarina, Brazil, in the 1850's are researched. The theme has been lit tle studied by researchers in the history of education. Off icial documentation was analyzed, such as reports of the president of the province, João José Coutinho, of the director of public inst ruction and of the Liceu Provincial, among others impor tant documents that appear with the reports, such as letters, draf ts, autobiographies, books and others that help understand the school dynamics that was in process at that moment. Besides these sources, also the periodical news about Coutinho and the public instruction was used to oppose to off icial documents. The catarinense education of that period has characteristic traces of the moderate liberalism of the first decades after Independence of Brazil. At the same time that it is proclaimed as necessary, the inst ruction also is synonymous of danger. Therefore, schools that differentiated rich and poor people were created. The organization of time and space, the def inition of what to teach and what material to use, the created regulation, the established forms of control, ever more defined, contributed to the discipline, the hygiene and the feeling of pat riotism. The norms and practices revolved around the formation of values such as obedience to the catholic religion and love to the establishment of the State / O objetivo da presente pesquisa é conhecer e apresentar aspectos da cultura escolar catarinense da década de 50 do século XIX, um tema ainda pouco estudado pelos pesquisadores em história da educação até o momento. Para isso, realizou-se análise de documentos of iciais, como relatórios do presidente da Província, do diretor geral de Inst rução Pública, do di retor do Liceu Provincial, entre outros documentos importantes que aparecem entremeando os relatórios, como cartas, ofícios, circulares, autobiograf ias, livro e outros fundamentais para o entendimento da dinâmica que se implantava na área da educação escolar em Santa Catarina naquele momento. Além dessas fontes, também as notícias de jornais sobre João José Coutinho e sobre a instrução pública foram constantemente utilizadas para se contrapor aos documentos of iciais. A cultura escolar catarinense desse período apresenta traços do liberalismo moderado, característico das primei ras décadas após a proclamação da independência. Ao mesmo tempo que a instrução é proclamada como necessária, também é sinônimo de perigo. Sendo assim, o ideário era criar escolas diferenciadas dependendo do grupo social a que se destinaria. A organização do tempo e do espaço, a definição do que ensinar e que materiais utilizar, a regulamentação criada, as formas de cont role estabelecidas, cada vez mais definidas, contribuíam para disciplinar, higienizar, patriotizar. As normas e práticas giravam em torno da formação de valores como obediência à religião católica e amor às instituições do Estado

Made available in DSpace on 2016-04-27T16:33:27Z (GMT). No. of bitstreams: 1 VALERIA MOREIRA REZENDE.pdf: 2582387 bytes, checksum: 35dd6d9b682c61d5ce26130456fdddcc (MD5) Previous issue date: 2007-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This investigation, made in the perspective of the studies about school culture focuses, specifically, on what is understood by quality of regular high school in the state public network in Minas Gerais, in the ambit of the Reference Schools Program PER. As the target for our research, two public schools from the countryside of Minas Gerais were chosen as reference schools. The data collection was done from 2005 to 2007, with help from built and tested instruments, including: analysis of documents, observations of the school reality, interviews, application of inquiries and chats were held and involving, in both schools, the different school agents involved in the PER (2 technicians from the Regional Secretary s office, 2 supervisors, 2 school managers, 12 teachers and 24 students from High-school). With the theoretical support of authors such as: Barroso, Bourdieu, Canário. Hutmacher, Krawczik, Kuenzer, Marchesi and Martin, Mitrulis, Nóvoa and Zibas, the research investigates the hypothesis that the quality of teaching that both schools offer is linked to the way how they conceive the general formation of its students (as one school privileges a kind of high school marked by the expectative related to the SAT, by its rigidity in the way to behave and disciplinary action, by offering a content-based and traditional teaching and by the distancing in the teacher-student relation, the other school, prioritizes the social formation and integration of the student in society, attending his/her social difficulties, trying to work them to go beyond the simple offering of the contents studied). These were orienting questions of the research: What are the determinants of the differences in the offered quality at high-school by the two schools researched, which belong to a same school network and that develop the same improvement project of teaching quality? How do these factors interfere in the pedagogical activities, in the administrative and financial organization of the school and in the development started by both? How do these differences detected relate to the teaching quality of regular high-school inside both schools? Thus, the objectives of the research predicted: a) to analyze differences and similarities in the organization of both schools, understanding that these determinant traces mark the limits and possibilities of the school work and of the general formation of students, and b) to present and analyze the ways of working the PER and in what measure the characteristics of each school interfere in this differentiated development. The data collected were organized and analyzed from three great index groups of school realities, which are: school management, pedagogical work and curriculum. The results confirmed the hypothesis investigated and revealed a Program, whose rhetoric proposes to rescue teaching quality still susceptible to vague stances. The curricular upgrade proposed revealed itself as distant from the reality of the schools researched and each and every one of them, as an answer, finds it own ways to escape from the mismanagements and makes its own identity prevail. At last, the results also allowed limiting conceptually the idea of quality in education in general and, particularly, in teaching, be it high school teaching or not / Esta investigação, realizada na perspectiva dos estudos sobre a cultura escolar focaliza, especificamente, o que se entende por qualidade do ensino médio regular na rede pública estadual em Minas Gerais, no âmbito do Programa Escolas de Referência PER. Tomou-se como alvo da pesquisa, duas escolas públicas do interior de Minas Gerais, escolhidas como escolas-referência. A coleta de dados foi realizada no período de 2005/2007, com auxílio de instrumentos construídos e testados, incluindo: análise de documentos, observações da realidade escolar, entrevistas, aplicações de questionários e realização de rodas de conversa e envolvendo, em ambas as escolas, os diferentes agentes escolares envolvidos no PER ( 2 Supervisoras das escolas, 2 Técnicas da Secretaria Regional, 2 gestores escolares, 12 professores e 24 alunos do ensino médio). Com o apoio teórico de autores como: Barroso, Bourdieu, Canário, Hutmacher, Krawczik, Kuenzer, Marchesi & Martín, Mitrulis, Nóvoa e Zibas, a pesquisa investiga a hipótese de que a qualidade do ensino que ambas as escolas oferecem está ligada à forma como concebem a formação geral de seus alunos (enquanto uma escola privilegia um ensino médio marcado pela expectativa do exame vestibular, pela rigidez na forma de conduta e ação disciplinar, pelo oferecimento de um ensino conteudista e tradicional e pelo distanciamento na relação professor-aluno, a outra escola prioriza a formação social e integração do aluno na sociedade, com atendimento às suas dificuldades sociais, procurando trabalhá-las para além do oferecimento dos conteúdos ensinados). Foram questões norteadoras da pesquisa: Quais são os determinantes das diferenças na qualidade da oferta do ensino médio oferecido pelas duas escolas pesquisadas, que pertencem a uma mesma rede de ensino e que desenvolvem o mesmo projeto de melhoria da qualidade do ensino? Como tais fatores interferem nas atividades pedagógicas, na organização administrativa e financeira da escola e no desenvolvimento iniciado em ambas? Como as diferenças detectadas relacionam-se com a qualidade do ensino médio regular no interior das duas escolas? Assim, os objetivos da pesquisa previam: a) analisar as diferenças e similitudes na organização das duas escolas, compreendendo que esses traços determinantes marcam os limites e possibilidades do trabalho escolar e da formação geral dos alunos, e b) apresentar e analisar as formas de operacionalização do PER e em que medida as características de cada escola interferem nesse desenvolvimento diferenciado. Os dados coletados foram organizados e analisados a partir de três grandes grupos de indicadores das realidades das escolas, a saber: a gestão escolar, o trabalho pedagógico e o currículo. Os resultados confirmaram a hipótese investigada e revelaram um Programa, cuja retórica se propõe a resgatar uma qualidade do ensino ainda suscetível a indefinições. A reforma curricular proposta mostrou-se distante da realidade das escolas pesquisadas e cada uma delas, em resposta, encontra seus próprios meios para fugir às ingerências e fazer prevalecer sua identidade. Finalmente, os resultados permitiram também delimitar conceitualmente a idéia de qualidade na educação em geral e no ensino, em particular, seja ele médio ou não

The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.

The primary purpose of the study was to investigate the factors that cause most Lesotho secondary schools to perform poorly in the Cambridge Overseas School Certificate examinations. The findings of the study show that the problems that contribute to the ineffectiveness of most secondary schools are multiple and interrelated. These problems can be identified at the macro or policy-making level at the Ministry of Education, and at the micro or the individual school level. At macro level, there appears to be a lack of adequate capacity among the senior management staff to perform the management and governance functions effectively, so that substantive improvement could be realised in the day-to-day operations, and academic results of schools. An upshot of this is that the professional support that the Ministry of Education provides to secondary schools is inadequate. Furthermore, despite the deepening poverty in Lesotho, the state does not provide textbooks to learners in secondary schools. Consequently, many learners do not have all the textbooks, and this affects their learning negatively. At micro level, the problems that contribute to the ineffectiveness of most secondary schools include teacher tardiness, teacher absenteeism and a lack of learner determination. It is contended that these factors indicate that the management of the school principals is weak. Moreover, because of poverty, many parents fail to pay school fees for their children on time. As a result, many learners are frequently sent back home by the principals to fetch money, and this reduces their academic learning time. The study also revealed that prior academic achievement of learners in primary schools is, to a large extent, a major predictor of their achievement in secondary schools. In this regard, the highly effective schools, which have selective admission policies and accept mainly Form A applicants, tend to consistently outperform the average and less effective schools, which have open admission policies. In order to improve the academic performance of secondary schools, it is recommended that the Ministry of Education officials, principals, teachers and learners should work more diligently and refocus their efforts on the core business of schools, namely, teaching and learning. / Teacher Education / D. Ed. (Education Management)

The people in the organisation are the key to quality and effective change and improvement in schools. A new paradigm in school leadership, namely teacher leadership, grounded in distributed leadership theory and supported by enabling policies, provides a platform for school wide capacity building where more and more people recognise the potential of other team members, promote it and thus give stimulus for significant change. The purpose of the research was to determine the perspectives, perceptions and readiness of educators in the Eden and Central Karoo Education District for teacher leadership, as well as educators’ perceptions regarding the school culture required for teacher leadership to be nurtured and sustained. A total number of 283 educators participated in this study, including principals, members of school management teams, veteran, middle, novice educators and district officials. A series of instruments were used to determine educators’ perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI) and the Teacher Leadership School Survey (TLSS). Data revealed that educators held positive assumptions about teacher leadership; that educators were collectively ready for teacher leadership; and that they perceived their school cultures as healthy for teacher leadership practices. Educators used language of leadership which can be associated with the organisational and transformational leadership theory; indicated that they experienced barriers to teacher leadership; and that there is a need for professional development in relation to teacher leadership. A significant difference was found between the preliminary leadership and barriers to teacher leadership perceptions held by district officials and other educators (principal, member of school management team, veteran, middle and novice). A significant difference was also found between members of school management teams and other educators (middle and novice) in relation to their readiness for teacher leadership. Significant relationships were found between educators’ preliminary leadership and readiness for teacher leadership perceptions, as well as between their readiness for teacher leadership and their perceptions about a healthy school culture for teacher leadership. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators’ self-esteem, motivation and productivity, as well as student outcomes. / Educational Studies / Thesis (D. Ed. Education Management))

The aim of the study was to investigate the motivation and job satisfaction of teachers in the Ilembe District of KwaZulu-Natal. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. This was followed by an empirical investigation. The research design was a mixed-methods sequential explanatory design. During the quantitative phase, a structured questionnaire was completed by 100 respondents from five secondary schools. The qualitative phase involved a phenomenological study in which 16 teachers from the same schools were interviewed. This research found that the teachers generally exhibited high self-efficacies. Teachers with positive self-efficacies were more satisfied with their physical environments and their school’s cultures than the others. However, teachers of different age groups, post levels and personality types were in agreement that the physical working conditions at rural schools were not conducive to effective teaching and learning. Parental involvement in school matters was restricted due to poverty and illiteracy. These factors served to lower teacher motivation and job satisfaction. In addition, teachers believed that school policies related to remuneration, safety and security, school governance, and assessments and evaluations needed to be revised if teacher motivation and job satisfaction were to be raised. Teachers were unhappy with their workloads and the multiple roles they played at school. With respect to interpersonal relations, their relations with their school principals, School Management Teams and parents were unconstructive. Many learners were also ill-disciplined and underachievers. Some significant differences in perceptions were found. Male teachers were more satisfied with policies, interpersonal relationships and school organisation. African teachers were happier than Indian teachers with policies and the nature of the work. Teachers with 26 and more years of experience were less negative about their physical environments. Qualifications also made a difference: teachers with certificates only were the least satisfied with their physical environments, school organisation and structure. Most importantly, teachers who were given the opportunity to demonstrate their potential to be successful, was significantly more satisfied with work-related issues. The study made recommendations to improve the motivation and job satisfaction of teachers. / Education Leadership and Management / D.Ed.(Education Management)

Made available in DSpace on 2016-12-08T16:35:13Z (GMT). No. of bitstreams: 1 Francine.pdf: 3761286 bytes, checksum: 54c962c301d1cc00ba80a8e159ff3cec (MD5) Previous issue date: 2011-04-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research attempts to shed some light on the process of education of Afrodescendants from the Quilombo Aldeia Remaining Community, located in the city of Garopaba, in the southern region of the State of Santa Catarina, in the 1963-1980 period. The theoretical foundation is mostly based on Michel de Certeau s concept of strategies and tactics , interspersed by two opposite axes that complement each other in the school experiences of afro-descendants: white action and black action . The empirical basis is constituted of documentary sources regarding the elementary school during the study period, and oral sources, particularly reports from former Afro-descendant students. Throughout the text, we discuss the education model of the populations of African origin regarding the elementary school in the rural area of Garopaba, addressing aspects related to the city and the Afro-descendant populations of Comunidade Aldeia in the post-abolition period, especially in the second half of the 20th century, and educational issues, in order to find out the education model designed for this group. We have also depicted the educational experiences of Afrodescendants, based on school memories, particularly in what concerns the existence of na effective black action in the referred period. The research shows the multiple aspects of the education of Afro-descendants and the tactics engendered by them. Finally, the significances established by this school model and the senses attributed to the elementary school are shown, which are expressed in the expectations of Afro-descendants of the region on having a better future / Esta pesquisa objetiva compreender o processo de escolarização dos afrodescendentes provenientes da Comunidade Remanescente do Quilombo Aldeia, localizado na cidade de Garopaba, região sul do Estado de Santa Catarina, no período compreendido entre 1963 e 1980. A fundamentação teórica é baseada principalmente na concepção de estratégias e táticas de Michel de Certeau, entremeada por dois eixos opostos e que se complementam nas experiências escolares dos afrodescendentes: ação branca e ação negra . A base empírica é constituída de fontes documentais, referentes a escolarização primária da época em estudo, e fontes orais, sobretudo, a partir do depoimento de ex-alunos de origem africana. Ao longo do texto, discutimos como estava configurada a educação das populações de origem africana no ensino primário rural de Garopaba, abordando aspectos da cidade e das populações afrodescendentes da Comunidade Aldeia no período pós-abolição, em especial na segunda metade do século 20, e questões relativas a escolarização, observando qual modelo de educação estava direcionado à esta camada. Também retratamos as experiências de escolarização dos afrodescendentes, narradas a partir de suas memórias de escola, sobretudo no que se refere a presença de uma ação negra efetiva no enfrentamento à opressão e às dificuldades operantes no contexto dessas populações nesse período. A pesquisa apresenta as múltiplas facetas da escolarização vividas pelos afrodescendentes e as táticas por eles engendradas para efetivá-la. Enfim nos aponta os significados configurados por essa instituição escolar e os sentidos atribuídos à escola primária, explicitado nas expectativas de ascenção dos afrodescendentes desse lugar

O presente trabalho tem como propósito pesquisar e analisar a organização e instalação da primeira instituição pública, de caráter oficial, para formação de professores primários, em 1930, na cidade de Caxias do Sul. Escola Complementar de Caxias, posteriormente denominada Escola Normal Duque de Caxias. O estudo assentou-se na possibilidade de produzir um olhar sobre a instituição, através do inventário das práticas produzidas e produtoras dos sujeitos que vivenciaram a mesma e contribuíram para a construção das culturas escolares. Os sujeitos envolvidos no processo escolar são historicamente (re)lembrados, visto que eles se constituíram nas práticas e nos discursos. Como referencial teórico, recorre-se aos postulados da História Cultural e à tríade conceitual proposta por Roger Chartier, apropriação, representação e prática. A análise documental se deu pela interpretação dos documentos produzidos pela instituição, pelos relatórios da Intendência e pelo acervo do Arquivo Histórico Municipal João Spadari Adami. O texto está organizado em três capítulos, iniciando com as considerações acerca da cidade de Caxias, abordando aspectos históricos, desde a chegada dos primeiros imigrantes até a criação e instalação da Escola em 1930, contemplando ainda a história da educação escolarizada na cidade. Na sequência, analiso os sujeitos envolvidos no processo escolar, enfatizando o papel dos diretores (as), professores (as), e alunos (as). E, por fim, focalizam-se elementos das culturas escolares, sobretudo as práticas permeadas pelos saberes e discursos implicados no processo escolar. As práticas escolares, inicialmente, denotam características dos discursos escolanovista e médico, a partir de 1939, indicam forte influência do discurso de cunho nacionalista. A expansão e afirmação da escola pública na região se deu com maior vigor a partir da crescente qualificação do processo de formação de professores, sobretudo com a instalação da Escola Complementar de Caxias como um marco significativo da profissionalização docente na cidade e na região evidenciando assim, a feminização do magistério. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-03T16:37:18Z No. of bitstreams: 1 Dissertacao Roseli Maria Bergozza.pdf: 1987759 bytes, checksum: ec3fee041bce55a01ac53fa48a982d21 (MD5) / Made available in DSpace on 2014-06-03T16:37:18Z (GMT). No. of bitstreams: 1 Dissertacao Roseli Maria Bergozza.pdf: 1987759 bytes, checksum: ec3fee041bce55a01ac53fa48a982d21 (MD5) / The present work aims at researching and analyzing the organization and installation of the first public official institution devoted to primary teachers´ formation in 1930 in Caxias do Sul, by that time named Escola Complementar de Caxias, and later renamed Escola Normal Duque de Caxias. The study relied on the possibility of having a look at the institution, through the inventory of the practices from both teachers and students who have experienced the school and have cooperated to the construction of the school culture. The individuals involved in the whole process are historically considered, since they are constituted by practices and discourses. The theoretical support is based on the postulates of the Cultural History and on the conceptual triad proposed by Roger Chartier: appropriation, representation and practice. The documental analysis has been done through the interpretation of the documents produced by the institution, the reports from the stewardship and also the files from Arquivo Histórico Municipal João Spadari Adami. The text is organized into three chapters: it starts with some points on the city of Caxias do Sul, taking historical aspects into consideration, since the arrival of the first immigrants until the creation and installation of the school in 1930 and contemplating the history of education in the city. After that, I examine the people involved in the schooling process, giving emphasis to the role of principals, teachers and students. Finally, it has been focused on the elements of school culture, mainly the practices related to knowledge and discourses implied in the schooling process. Initially, the school practices have demonstrated traits of the new school and medical discourses, and then, from 1939 on, they have indicated the strong influence of the nationalist discourse. The expansion and affirmation of the public school in the region has happened vigorously due to the empowerment and qualification on the teacher´s formation and, above all, the installation of Escola Complementar de Caxias as a turning point to teacher´s professionalization both in the city and the region, showing, this way, the feminization of the teaching

Submitted by Kilvya Braga (kilvyabraga@hotmail.com) on 2018-04-21T00:28:52Z No. of bitstreams: 1 ROBSON DE OLIVEIRA SILVA – DISSERTAÇÃO (PPGH) 2016.pdf: 3284980 bytes, checksum: 61d7fedc1efdb894adca6aa0b9346623 (MD5) / Made available in DSpace on 2018-04-21T00:28:52Z (GMT). No. of bitstreams: 1 ROBSON DE OLIVEIRA SILVA – DISSERTAÇÃO (PPGH) 2016.pdf: 3284980 bytes, checksum: 61d7fedc1efdb894adca6aa0b9346623 (MD5) Previous issue date: 2016 / Capes / O estudo da cultura escolar enquanto campo de saber da História da Educação, constituiuse em um campo fértil para o conhecimento da história das instituições escolares. Este campo de saber proporciona o estudo de aspectos singulares do cotidiano escolar, tendo em vista que cada instituição é única, existindo uma multiplicidade de tramas a serem exploradas. Nesse aspecto, esse trabalho tem como objetivo principal a historicização da cultura escolar do Colégio Nossa Senhora do Rosário, no período de 1955-1965,buscando refletir sobre as estratégias de controle do poder disciplinar e as táticas de resistência das ex-alunas, práticas que revelam relações de força, a partir de uma microfísica do poder no sistema pedagógico da instituição. Nesse estudo, se fez necessário como objetivos específicos : a análise da arquitetura escolar enquanto um programa pedagógico de produção disciplinar; problematizar as práticas pedagógicas através dos enunciados das ex-alunas; e refletir acerca das burlas que ofereciam resistência as estratégias de controle na instituição. Para tanto, utilizou-se como referenciais teóricos principais, os trabalhos de Foucault (2013; 2014), Certeau (1994), Escolano e Frago (1998), Buffa (2002). Desse modo, o estudo da cultura escolar de uma instituição confessional na metade do século XX , no interior paraibano, permitiu a problematização do processo disciplinatório enquanto estratégia de escolarização cristã, entendendo o papel dos atores sociais enquanto protagonistas da história através de suas memórias. / The study of the school culture as a field of knowledge of History of Education, was in a fertile field for the knowledge of the history of school institutions. This field of knowledge provides the study of the unique aspects of daily school life, considering that each institution is unique and there is a multiplicity of plots to be explored. In this respect, this work has the main objective of the historicizing school culture School Nossa Senhora do Rosário, in the period 1955-1965, attempt to think about the control strategies of disciplinary power and resistance tactics alumnae, practices reveal power relations, from the microphysics of power in the educational system of the institution. In this study, it was necessary as specific objectives: the analysis of the architecture school as an educational program of disciplinary production; problematize the pedagogical practices through the statements of former students; and reflect on the scams that offered resistance control strategies in the institution. Therefore, it was used as the main theoretical framework, Foucault's works (2013, 2014), Certeau (1994), Escolano and Frago (1998) Buffa (2002). Thus, the study of school culture of a confessional institution in the mid twentieth century, in Paraiba interior, allowed the questioning of control process as Christian education strategy, understanding the role of social actors as protagonists of the story through his memories.

O presente trabalho tem como propósito pesquisar e analisar a organização e instalação da primeira instituição pública, de caráter oficial, para formação de professores primários, em 1930, na cidade de Caxias do Sul. Escola Complementar de Caxias, posteriormente denominada Escola Normal Duque de Caxias. O estudo assentou-se na possibilidade de produzir um olhar sobre a instituição, através do inventário das práticas produzidas e produtoras dos sujeitos que vivenciaram a mesma e contribuíram para a construção das culturas escolares. Os sujeitos envolvidos no processo escolar são historicamente (re)lembrados, visto que eles se constituíram nas práticas e nos discursos. Como referencial teórico, recorre-se aos postulados da História Cultural e à tríade conceitual proposta por Roger Chartier, apropriação, representação e prática. A análise documental se deu pela interpretação dos documentos produzidos pela instituição, pelos relatórios da Intendência e pelo acervo do Arquivo Histórico Municipal João Spadari Adami. O texto está organizado em três capítulos, iniciando com as considerações acerca da cidade de Caxias, abordando aspectos históricos, desde a chegada dos primeiros imigrantes até a criação e instalação da Escola em 1930, contemplando ainda a história da educação escolarizada na cidade. Na sequência, analiso os sujeitos envolvidos no processo escolar, enfatizando o papel dos diretores (as), professores (as), e alunos (as). E, por fim, focalizam-se elementos das culturas escolares, sobretudo as práticas permeadas pelos saberes e discursos implicados no processo escolar. As práticas escolares, inicialmente, denotam características dos discursos escolanovista e médico, a partir de 1939, indicam forte influência do discurso de cunho nacionalista. A expansão e afirmação da escola pública na região se deu com maior vigor a partir da crescente qualificação do processo de formação de professores, sobretudo com a instalação da Escola Complementar de Caxias como um marco significativo da profissionalização docente na cidade e na região evidenciando assim, a feminização do magistério. / The present work aims at researching and analyzing the organization and installation of the first public official institution devoted to primary teachers´ formation in 1930 in Caxias do Sul, by that time named Escola Complementar de Caxias, and later renamed Escola Normal Duque de Caxias. The study relied on the possibility of having a look at the institution, through the inventory of the practices from both teachers and students who have experienced the school and have cooperated to the construction of the school culture. The individuals involved in the whole process are historically considered, since they are constituted by practices and discourses. The theoretical support is based on the postulates of the Cultural History and on the conceptual triad proposed by Roger Chartier: appropriation, representation and practice. The documental analysis has been done through the interpretation of the documents produced by the institution, the reports from the stewardship and also the files from Arquivo Histórico Municipal João Spadari Adami. The text is organized into three chapters: it starts with some points on the city of Caxias do Sul, taking historical aspects into consideration, since the arrival of the first immigrants until the creation and installation of the school in 1930 and contemplating the history of education in the city. After that, I examine the people involved in the schooling process, giving emphasis to the role of principals, teachers and students. Finally, it has been focused on the elements of school culture, mainly the practices related to knowledge and discourses implied in the schooling process. Initially, the school practices have demonstrated traits of the new school and medical discourses, and then, from 1939 on, they have indicated the strong influence of the nationalist discourse. The expansion and affirmation of the public school in the region has happened vigorously due to the empowerment and qualification on the teacher´s formation and, above all, the installation of Escola Complementar de Caxias as a turning point to teacher´s professionalization both in the city and the region, showing, this way, the feminization of the teaching