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Made available in DSpace on 2016-06-02T19:39:28Z (GMT). No. of bitstreams: 1 4631.pdf: 1932302 bytes, checksum: 8aec7740eda468189b9fa7af2ece11b3 (MD5) Previous issue date: 2008-04-03 / Educatio iesuitica in Brasilia Colonia parum scrutatum thema ab historiographia educationis quae ei exiguum spatium servat in libris Historiae Educationis. Ea res, autem, dissimilis esse deberet, maxime quia erat periodus significabilis momenti paedagogici iesuitarum in patria, quod per ducentos decem annos imperavit (1549- 1759). In hac comprobatione fultum, hoc studium agnovit et dispexit opera scientifica super scholis iesuiticis generata in disciplina post-graduationis in patria et prompta in fontibus indagationis on-line. Accessus methodologicus compositus est ex his partibus: 1) recognitio litterarum super operibus scientificis in educatione, educatione iesuitica in Brasilia Colonia, praesertim super scholis iesuiticis, sicut subsidium theoricum investigationi; 2) collectio et ordinatio materiei ex thesibus et dissertationibus ablatae in bibliothecis digitalibus; 3) resolutio effectuum secundum opera theorica historiae educationis et observationem bibliometricam. Effectus assecuti in investigatione permisserunt cognoscere modum quo thema scholae iesuiticae disseritur in thesibus et dissertationibus expositis in Disciplinis Post-Graduationis in nostra patria et opiniones super educatione iesuitica et scholis iesuiticis quas exposuerunt in eorum libris auctores experti huius materiei; faverunt, etiam, quod delineantur prospectus huius fructus scientifici, eius naturae, progressio huius thematis, auctores et institutiones qui maxime thema perscrutantur, distributio geographica huius operis, periodi cum maxima propensione ad studia thematis, inter altera. Investigatio postulat adiuvare lacunas implere in hoc scientiae spatio et roborare historiographiam educationis iesuiticae in Brasilia Colonia. / A educação jesuítica no Brasil Colonial é um tema pouco explorado pela historiografia da educação que lhe reserva um espaço exíguo nas obras referenciais da História da Educação. No entanto, essa realidade deveria ser diferente, principalmente, por se tratar de um período significativo da atuação pedagógica dos jesuítas no país, hegemônica durante duzentos e dez anos (1549-1759). Com base nessa constatação, este estudo identificou e analisou a produção científica, sobre os colégios jesuíticos, produzida nos programas de pós-graduação no país e disponíveis em fontes de informação on-line. A abordagem metodológica foi composta das seguintes fases: 1) revisão de literatura sobre: produção científica em educação, educação jesuítica no Brasil colonial, especialmente sobre os colégios jesuíticos, como forma de subsidiar teoricamente a pesquisa; 2) coleta e organização dos dados coletados em bibliotecas digitais de teses e dissertações; 3) análise dos resultados à luz do referencial teórico da história da educação e da análise bibliométrica. Os resultados obtidos na pesquisa permitiram verificar como o tema colégios jesuíticos é enfocado nas teses e dissertações defendidas nos Programas de Pós-Graduação no país e quais são as concepções de educação jesuítica e de colégios jesuíticos que os autores que trataram desta temática utilizam em seus trabalhos, além de propiciar que seja traçado um panorama desta produção científica, as suas características, a evolução dessa temática, os autores e as instituições que mais pesquisam o tema, a distribuição geográfica dessa produção, os períodos em que houve maior interesse em estudos relacionados ao tema, dentre outros aspectos. A pesquisa pretende contribuir para preencher as lacunas nesse campo de conhecimento e fortalecer a historiografia da educação jesuítica no Brasil Colonial.

Våren 2023 läste jag en text skriven av Wayne Bowman, där han redogör att begreppet educationsom stammar från lat är en process som förbereder personer för okända, oförutsägbara framtider.Education stammar från latinska educatio och är i sin tur en hopslagning av två begrepp, educareoch educere, som bidrar med två olika typer av undervisning och inlärningsresultat. Syftet meddenna studie är att beskriva och med hjälp av begreppet ”Educatio” försöka förstå någragrundskolemusiklärares ämneskonception. Genom att ovan nämnda begrepp som analysverktygkan identifieras hur musiklärare beskriver betydelse av musik och musikundervisning, samt hur debeskriver deras egen musikundervisning i samtal. Samtalen i detta självständiga arbete är i formav enskilda intervjuer med fem lärare vilka undervisar i ämnet musik på grundskolan. Imusiklärarnas ämneskonception visar sig vilken betydelse musik har för musiklärarna, och hur detpåverkar hur de lägger upp egen musikundervisning. Denna betydelse och påverkan har ett fokuspå möte med elever, vilket ses viktig ur studiens båda teoretiska begrepp. Begreppens perspektivframträder i resultatet i form av informanternas strävan att undervisa utefter bägge perspektiven,möter aktiviteter eller moment i musikundervisningen. Styrdokument och betygens auktoritetfrämjar educare samt exkluderar educere. Detta möte faller generellt i linje med tidigare forskningkring musikämnet i grundskolan och visar i vissa delar ett förändrat synsätt under de senaste 10åren. Pedagogiska implikationer pekar på att musiklärare anser att Lgr22 är enklare att följa änLgr11, men det finns en motsägelse där de önskar tydligare vägledning och behöver konkreta tipsfrån kursplanen. Betygens auktoritet i musikundervisningen leder till betygshets och jämförelsemellan elever och kritiseras av informanterna. / In the spring of 2023, I read a text written by Wayne Bowman, where he explains explains that theconcept of education is a process that prepares individuals for unknown, unpredictable futures.Education stems from the Latin word educatio, and is in turn a combination of two concepts,educare and educere, which contribute to two different types of teaching and learning outcomes.The purpose of this study is to describe and, using the concept of ”Educatio”, attempt tounderstand some primary school music teacher's conception of their subject. By using theaforementioned concept as an analytical tool, we can identify how music teachers describe thesignificance of music and music education, as well as how they describe their own musiceducation in conversation. The conversations in this independent work take the form of individualinterviews with five teachers who teach music at the primary school level. In the music teacher’ssubject conceptions, the significance of music for the teachers becomes apparent, and how itaffects how they structure their own music education. This significance and impact focus onencounters with students, which are seen as important from both theoretical perspectives of thestudy. The perspectives of the concepts emerge in the results in the form of the informant’s effortsto teach according to both perspectives meet activities or moments in music education.Curriculum documents and the authority of grades promote educare while excluding educere.This encounter generally aligns with previous research on the subject of music in primary schoolsand shows, in some aspects, that music teachers find Lgr22 easier to follow than Lgr11, but thereis a contradiction where they wish for clearer guidance and need concrete tips from thecurriculum. The authority of grades in music education leads to grade pressure and comparisonbetween students and is criticized by the informants.

Teacher assessment is a hot topic in today’s high-stakes, test-driven, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades, are assessed in their classroom teaching practices in Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack the content knowledge in the arts, by methods that are subjective, and with criteria that is inflexible. This thesis addresses the need to develop open forums that include the educator’s voice in order to create better teacher assessments that focus on student learning achievement in authentic and holistic ways. By learning about and sharing resources regarding how teachers in non-tested subjects and grades are evaluated suggestions are made to organize resources that may help develop more authentic assessments for art teachers focusing on meaningful student learning and achievement.

This qualitative case study examined the level of satisfaction among a group of adults ages 35 years and older enrolled in an online education program (OLEP) in a university in Puerto Rico. Although the current literature revealed that adult students 35 years and older are the fastest growing population enrolling in online college education programs in Puerto Rico, prior satisfaction studies conducted by this institution did not focus on this population. The theoretical framework of this study was guided by Holsapple and Lee's Post e-learning success model. The goal of this study was to understand students' satisfaction with the online program and determine if the program was helping them accomplish their goals. Data were collected through semi-structured individual interviews with 8 adult students, 35 years of age or older, who were currently enrolled at the institution. Data were analyzed using the category construction approach, open coding, and thematic analysis. Results indicated that the participants had a positive perception of the online program and its impact on their academic development and educational success. The data also revealed issues related to faculty-student communication and course design, which the participants believed needed to improve. The study's findings helped in the development of a best practice manual for the OLEP faculty. The manual will provide OLEP faculty with the tools needed to improve faculty-student communication and online course design, thereby increasing the student satisfaction among the fastest growing online student population. Improving its OLEP shows promise for the university to continue to be an agent of social change for Puerto Rico's economic growth and social progress.

Labour force in the art sector is characterised by high qualification, but low income for those people who perform the core contribution in art, i.e. the artists. As artists are typically self-dependent in managing their business, they should have managerial skills besides those skills necessary to perform their artistic core activities. If the lack of managerial skills is a reason why artists fail to make a living from their talent, then this chain of cause and effect could be ruptured by adequate educational opportunities. This paper analyses the curricula of a wide range of institutions offering art education programmes and identifies their managerial learning content. In doing so, we focused on German-speaking countries, the so-called DACH region (i.e. Germany, Austria and Switzerland, whereas D, A and CH are country codes). We identified and analysed 159 course syllabi of 81 art universities, schools and academies. The results of our study indicate a lack of managerial learning contents: a vast majority of institutions follow a rather traditional approach to art education, focusing solely on artistic competences. We suggest the implementation of managerial learning contents to better prepare art students for successful careers in the arts.

‘The young Irish person has the worst of all European musical “worlds”’. This seminal statement was discovered to be symptomatic of a general malaise. The Music Education National Debate (MEND 1994-1996) was a three-phase response to Deaf Ears?, the report from which the above statement was taken. The eventual aim was to set up a forum for music education which would systematically address the difficulties in Ireland. The scope of MEND was, thus, general, ab initio. Its progress was, however, inhibited by a specific concern, which was fundamental to the whole process of reform. It soon became apparent that consensus on a philosophy of music education to inform evolving strategies would be a sine qua non. Coincidentally, this was a time of debacle in the global field, instanced by the publication of a ‘new’ philosophy of music education (David Elliott’s Music Matters [1995]) which threw down the gauntlet to the undisputed classic - Reimer’s A Philosophy of Music Education [1970/1989]. This challenge amounted to a veritable counterposition and demanded a separate, albeit derivative, study before the MEND Report could be completed. This study was to become the substance of this thesis. The aim of this work is to analyse these polar philosophies with a view to reconciling them. Beginning with some commonly held values about music education, the relevance of American music education practice to a wide range of global systems is suggested. The dominance of a western art (music) mentality is called into question by giving prominence to multiculturalism and popular music. Music Education as Aesthetic Education (Reimer) is compared with the praxial approach (Elliott). They yielded to rationalization, albeit posing residual questions of balance, relevance, and time constraints within the curriculum. The indispensability of performance and listening as a complementary pair is re-established. The ascendancy of artistic criteria in defining the music programme is affirmed. Finally the failure of the universal philosophy hypothesis is redeemed by sketching the compromises necessary to convert it to the adaptability of the contextual idea, leading the study to a conclusion of general, rather than specific, application. Note from the UPeTD Team: The final MEND (The Music Education National Debate) report can be obtained from the Academic Information Service, University of Pretoria, email: upetd@up.ac.za. The report is available as an Adobe Acrobat .pdf document. There are hyperlinks embedded within the document to facilitate internal navigation. The Appendix at the end (which is an index of the MEND debates and presentations) also contains hyperlinks. / Thesis (DMus)--University of Pretoria, 2005. / Music / unrestricted

Submitted by Eunice Novais (enovais@uepg.br) on 2018-05-15T00:23:41Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Marcelo Taques.pdf: 1905069 bytes, checksum: 5f584663a4e3193e56e8970b4d5b85bf (MD5) / Made available in DSpace on 2018-05-15T00:23:41Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Marcelo Taques.pdf: 1905069 bytes, checksum: 5f584663a4e3193e56e8970b4d5b85bf (MD5) Previous issue date: 2018-03-09 / Esta tese tem como objeto de pesquisa o processo de ensino do esporte na formação profissional no Curso de Licenciatura em Educação Física, considerando seu entendimento enquanto fenômeno multicultural e suas dimensões na sociedade. A pesquisa é qualitativa com delineamento metodológico descritivo. A questão central da pesquisa que buscamos responder é: Como se dá o processo de ensino do esporte na formação profissional no Curso de Licenciatura em Educação Física, considerando seu entendimento enquanto fenômeno multicultural e suas dimensões na sociedade? Como objetivos da pesquisa buscamos: a) Analisar o processo de ensino do esporte na formação profissional no Curso de Licenciatura em Educação Física, considerando seu entendimento enquanto fenômeno multicultural e suas dimensões na sociedade; b) Desvelar as compreensões dos acadêmicos e professores do Curso de Licenciatura em Educação Física em relação ao desenvolvimento das disciplinas esportivas na formação profissional; c) Verificar a organização delimitada pelos professores nos planos de ensino das disciplinas esportivas que compõem o currículo do Curso de Licenciatura em Educação Física; d) Apontar os parâmetros significativos sobre o esporte enquanto saber multicultural considerados nas experiências dos acadêmicos do Curso de Licenciatura em Educação Física, bem como os aspectos que influenciam na formação profissional; d) Identificar como os professores articulam a prática pedagógica nas disciplinas esportivas com as manifestações e dimensões esportivas, a partir das delimitações metodológicas apontadas para o desenvolvimento do esporte no Curso de Licenciatura em Educação Física. A presente tese considera o pressuposto de que, diante da complexidade da formação profissional no Curso de Licenciatura em Educação Física, que em muitos contextos se encontra com características diversificadas, argumentamos sobre a necessidade de que a formação profissional no Curso de Licenciatura em Educação Física deve priorizar, no desenvolvimento das disciplinas esportivas, um processo pedagógico reflexivo, visando aproximar as várias manifestações e dimensões do esporte, a um modelo de intervenção capaz de articular teoria-prática-reflexão no processo de ensino, sem vistas à reprodução somente dos elementos técnicos e/ou biofisiológicos na escola. Evidenciamos que a formação profissional no Curso de Licenciatura em Educação Física, em muitos contextos representa o papel de parceria do modelo dominante, por meio do sistema esportivo, uma vez que seu objeto de estudo reflete a aptidão, técnica e capacitação física, viabilizando o alto rendimento ou priorizando o ensino exclusivo dos esportes considerados de maior impacto na sociedade, portanto, justificamos o fato de buscarmos subsídios para (re) pensarmos sobre a sistematização do esporte nos currículos das Instituições de Ensino Superior (IES). A pesquisa foi realizada em duas Instituições de Ensino Superior (IES) Públicas no Estado do Paraná (IES A, IES B). Os sujeitos participantes da pesquisa foram os professores das disciplinas esportivas e os acadêmicos do 4º ano do Curso de Licenciatura em Educação Física. Os instrumentos utilizados para a coleta de dados foram: análise documental dos planos de ensino das disciplinas esportivas e da matriz curricular do Curso (IES A, IES B), entrevista semiestruturada para os professores das disciplinas esportivas (IES A, IES B), questionário aberto para os acadêmicos (IES A, IES B) e grupo focal para os acadêmicos da IES B. A metodologia da pesquisa é consubstanciada pelos pressupostos teóricos metodológicos da Análise de Conteúdo (BARDIN, 1977). Os resultados da pesquisa apontam que o esporte é um conteúdo predominante e significativo na formação profissional no Curso de Licenciatura em Educação Física, sendo necessárias experiências e vivências que possam aproximar a prática docente do cotidiano da escola, reiterando a imprescindibilidade do rigor e da qualidade dos conhecimentos sobre o esporte e a realidade em que será desenvolvido. Dessa forma, buscamos subsídios para a ação docente que possam suprir as novas necessidades educacionais, geradas por posições distintas de como ensinar esporte na formação profissional no Curso de Licenciatura em Educação Física. / This study should be carried out in the field of vocational training. The research is qualitative with descriptive methodological design. The central question of the research is to answer: How does the process of teaching in the professional formation in the course of Degree in Education? The objectives of the research are: a) To analyze the teaching process in vocational training in the degree course in Education. b) Challenge of the academic formation and of the masters in Physical Education in relation to the teaching of the sports disciplines in the professional formation; c) to verify an organization delimited by the teachers of the sports disciplines that are part of the curriculum of the Degree of Physical Education; d) Indicate the indicators on the sport, while the multicultural guides have access to the skills of the Licentiate Course in Physical Education, as well as the aspects that influence the professional formation; d) To identify how teachers articulate pedagogical practices in the sports disciplines as manifestations and sports modalities, from the methodological delimitations pointed to the development of the sport in the Degree of Physical Education. The present thesis assumes that, given the complexity of professional training in the Licentiate Course in Physical Education, which in many contexts is with diverse characteristics, we argue about the necessity that the professional training in the Degree in Physical Education should to prioritize, in the development of the sports disciplines, a reflexive pedagogical process, aiming at bringing the various manifestations and dimensions of the sport closer together, to an intervention model capable of articulating theory-practice-reflection in the teaching process, / or biophysiological at school. We show that the professional training in the Degree in Physical Education in many contexts represents the role of partnership of the dominant model, through the sports system, since its object of study reflects the aptitude, technique and physical training, enabling the high income or prioritizing the exclusive teaching of sports considered to have the greatest impact on society, therefore, we justify the fact that we seek subsidies to (re) think about the systematization of sports in the curricula of Higher Education Institutions. The research was carried out in two Higher Education Institutions (IES) Public in the State of Paraná (IES A, IES B). The subjects participating in the research were the professors of the sports disciplines and the academics of the 4th year of the Degree in Physical Education. The instruments used to collect data were: documentary analysis of the teaching plans of the sports subjects and the curricular matrix of the Course (IES A, IES B), semi-structured interview for teachers of the sports disciplines (IES A, IES B), questionnaire (IES A, IES B) and a focus group for IES B academics. The research methodology is embodied by the theoretical methodological assumptions of Content Analysis (BARDIN, 1977). The results of the research indicate that sport is a predominant and significant content in professional training in the Degree in Physical Education, and it is necessary to have experiences and experiences that can bring teaching practice closer to the daily life of the school, reiterating the indispensability of rigor and quality of knowledge about the sport and the reality in which it will be developed. In this way, we seek subsidies for the teaching action that can meet the new educational needs, generated by different positions of how to teach sports in the professional training in the Degree of Physical Education.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-15T18:25:30Z No. of bitstreams: 1 2016 - Anilda Carmen da Silva Jardim.pdf: 1682779 bytes, checksum: 39b0de5bbcb52e4df12f01ca2cca6bea (MD5) / Made available in DSpace on 2018-03-15T18:25:30Z (GMT). No. of bitstreams: 1 2016 - Anilda Carmen da Silva Jardim.pdf: 1682779 bytes, checksum: 39b0de5bbcb52e4df12f01ca2cca6bea (MD5) Previous issue date: 2016-10-24 / The Youth and Adult Education (EJA) is a form of Basic Education which has been undergoing significant changes in order to meet the new demands of society especially with regard to the pedagogical practices developed in the school environment. This factor increasingly requires the teachers to acquire new knowledge to consider the context of life of the students, their knowledge and experiences. In addition to this, there is to consider that most of the proposed curriculum of our schools as regards the organization and selection of content even if based on a formalistic approach to the curriculum which is based on the fragmentation of knowledge ignoring the uniqueness the exchange experiences and social and cultural experiences of learners. From this context, this research aims to investigate the perception of teachers and students on the value of prior knowledge of the students of the Youth and Adult Education Program (PROEJA) in teaching practices at the Food Technical Course at the Federal Institute of Education Science and technology of Amap? Macap? IFAP- Campus.. The researchers were 57 students of 4th, 5th and 7th semester and 14 teachers of the Technical Course in Food in PROEJA carried ou at IFAP. We used as data collection instruments the application of questionnaires documentary analysis of the Pedagogical Course Project (PPP), as well as the Institutional Development Plan (IDP) lesson plans and teaching plans in order to observe the prioritized knowledge in the common core curriculum and core technical and identify the knowledge valued in pedagogical practice PROEJA teacher. At the end of this investigation, we came to the understanding that the prior knowledge of students of the Technical Course of Food are considered by some teachers in the classroom but not given due importance. The valued knowledge are: knowledge curriculum; the disciplinary knowledge and the knowledge of teachers, that is, the teacher of scientific knowledge overlaps the daily knowledge of students. / A Educa??o de Jovens e Adultos (EJA) ? uma modalidade da Educa??o B?sica, que vem passando por mudan?as significativas, visando atender ?s novas exig?ncias da sociedade, principalmente com rela??o ?s pr?ticas pedag?gicas desenvolvidas no ambiente escolar, esse fator requer cada vez mais dos professores a aquisi??o de novos saberes que considerem o contexto de vida dos educandos, seus saberes e experi?ncias. Al?m disso, h? de considerar que a maioria das propostas curriculares de nossas escolas, no que se refere ? organiza??o e sele??o de conte?do, ainda se assenta numa abordagem formalista do curr?culo, que se baseia na fragmenta??o do conhecimento, ignorando a singularidade, a troca de experi?ncias e as vivencias sociais e culturais dos educandos. Partindo desse contexto, esta pesquisa se prop?s a investigar a percep??o dos docentes e discentes acerca da valoriza??o dos saberes pr?vios dos estudantes do Programa de Educa??o de Jovens e Adultos (PROEJA) nas pr?ticas docentes, do Curso T?cnico de Alimentos do Instituto Federal de Educa??o, Ci?ncia e tecnologia do Amap? IFAP- Campus Macap?. Os sujeitos da pesquisa foram 57 discentes do 4?, 5? e 7? semestres e 14 docentes do Curso T?cnico em Alimentos, na modalidade PROEJA do IFAP. Utilizamos como instrumentos de coleta de dados, a aplica??o dos question?rios a an?lise documental do Projeto Pedag?gico do Curso (PPP), o Plano de Desenvolvimento Institucional (PDI), os planos de aula e os planos de ensino dos professores, com o intuito de observar os saberes priorizados no curr?culo do n?cleo comum e do n?cleo t?cnico, bem como identificar os saberes valorizados na pr?tica pedag?gica do professor do PROEJA. Ao final desta investiga??o, chegou-se ao entendimento de que os saberes pr?vios dos estudantes do Curso T?cnico de Alimentos s?o considerados por alguns docentes em sala de aula, por?m n?o recebem a import?ncia devida. Os saberes valorizados s?o: o saber curricular; o saber disciplinar e o saber dos docentes, isto ?, o saber cient?fico do professor se sobrep?e aos saberes cotidianos dos discentes.

nÃo hà / Este estudo tem por finalidade compreender os princÃpios polÃticos e as concepÃÃes pedagÃgicas que nortearam a formaÃÃo da professora para a instruÃÃo primÃria pÃblica, no perÃodo compreendido entre 1923 a 1960, na regiÃo do Cariri cearense, por meio de duas instituiÃÃes escolares proeminentes na referida regiÃo: 1) ColÃgio Santa Tereza de Jesus (CSTJ), localizado na cidade do Crato; 2) Escola Normal Rural de Juazeiro do Norte (ENRJN). A pesquisa tem perspectiva comparada e natureza qualitativa, apoiada em estudo bibliogrÃfico, documental e tÃcnica de histÃria oral sobre a vida, formaÃÃo e trabalho de dezesseis ex-alunas das duas instituiÃÃes, com o objetivo geral de comparar e relacionar as concepÃÃes polÃticas e pedagÃgicas que fundamentaram a formaÃÃo de professores, em cursos Normal e Normal Rural, desenvolvida pelas referidas instituiÃÃes escolares, implantadas no Cariri cearense. Teve apoio nos estudos e reflexÃes de Della Cava (1976), Cortez (2000), Santos (2010), Cavalcante (2000), entre outros, o entendimento da especificidade das histÃrias locais, assim como, as tensÃes polÃticas envolvendo as duas mais importantes cidades do Cariri cearense. Dentre os estudos relativos à histÃria da ENRJN, foram consultadas as teses de AraÃjo (2006) e Barros (2011); as dissertaÃÃes produzidas por Nogueira (2008), Silva (2010) e Varela (2012); consultou a primeira monografia sobre a ENRJN, desenvolvida por Sousa (1994), intitulada Escola Normal Rural de Juazeiro do Norte: uma experiÃncia pioneira, publicada pelo IPESC. A busca de fontes historiogrÃficas sobre o CSTJ mostrou estudos escassos, que abordam de maneira simplificada as experiÃncias da primeira instituiÃÃo de formaÃÃo de professoras, a exemplo de Santos (2010) e Cortez (2000); em artigos publicados por Queiroz (2008, 2011, 2012, 2013). Como resultados, a tese coloca em evidÃncia os seguintes aspectos: 1) as duas instituiÃÃes foram inspiradas em outras experiÃncias similares de ensino normal, vividas por suas diretoras, modelo apreendido quando elas foram alunas de colÃgios confessionais de Fortaleza, regulados pela Escola Normal do Cearà â que serviram de baliza na organizaÃÃo das duas primeiras instituiÃÃes criadas no interior cearense, para formar os primeiros professores da regiÃo; 2) na memÃria das suas ex-alunas, as duas instituiÃÃes deixaram marcas profundas, enquanto experiÃncia escolar e formativa marcante, jamais superada por sua qualidade, diversidade e possibilidades de crescimento, em atmosfera favorÃvel à disputa historicamente constituÃda entre as localidades de Juazeiro do Norte e Crato; 3) a escola normal no Cariri foi formada em termos de um mesmo padrÃo nacional, em relaÃÃo ao referencial pedagÃgico e institucional por ela utilizado, o que evidencia o valor social dessa aÃÃo, capaz de favorecer, em parte, a superaÃÃo de desigualdades sociais, sobretudo em relaÃÃo à criaÃÃo de oportunidades para instruir mulheres e formar para o magistÃrio, para fomentar o crescimento da oferta educacional naquele espaÃo regional; 4) o desnÃvel quanto Ãs condiÃÃes de desenvolvimento, entre a Capital e as cidades interioranas do CearÃ, no perÃodo tratado, em relaÃÃo aos seus processos de estruturaÃÃo administrativa e de recursos disponÃveis, revelando fragilidades acentuadas, sobretudo, no tocante aos obstÃculos encontrados para a organizaÃÃo das suas instituiÃÃes escolares, em especial, as que foram destinadas à formaÃÃo de professores; 5) o pioneirismo e a lideranÃa das diretoras do CSTJ e da ENRJN, apoiadas por representantes da elite polÃtica e cultural das duas cidades, ao organizar as duas instituiÃÃes escolares, em condiÃÃo de garantir a oferta educacional almejada para as suas localidades, sabendo-se que a sua organizaÃÃo teve por base um conjunto de normatizaÃÃes e ordenamentos, com o objetivo de regularizaÃÃo da oferta da instruÃÃo pÃblica nacional, a criaÃÃo e funcionamento de instituiÃÃes escolares, a adoÃÃo de princÃpios pedagÃgicos e prÃticas educativas de referenciais de sucesso, na perspectiva de obter resultados mais significativos para a modernizaÃÃo pretendida, no Brasil, a partir dos anos 1930. Conclui que as influÃncias pedagÃgicas e culturais recebidas pelas duas instituiÃÃes escolares advinham de modelos educacionais do contexto nacional e internacional, de teor laico e confessional, sendo adaptadas para promover a instruÃÃo feminina e a formaÃÃo de professoras no Cariri cearense. / This study aims to understand the political principles and pedagogical concepts that guided the training of teachers to public primary education in the period 1923-1960, in Cariri (CearÃ), by means of analyzing two important educational institutions in that region: 1) St. Teresa of Jesus College (STJC), located in the city of Crato; 2) Rural Normal School of Juazeiro do Norte (RNSJN). Research has comparative perspective and qualitative nature, based on survey historical documents and collecting interviews about life, education and work from sixteen former students of these two institutions, with the main objective to compare and relate political and pedagogical conceptions that based the training of teachers in Normal and Rural Normal courses developed by these educational institutions established in Cariri. This study was supported by studies and reflections of Della Cava (1976), Cortez (2000), Santos (2010), Cavalcante (2000) among others, understanding the specificity of local context as well as political tensions involving the two most important cities of Cariri. Among the studies on the history of RNSJN, we focus on theses of AraÃjo (2006) and Barros (2011); dissertations of Nogueira (2008), Silva (2010) and Varela (2012); and the first monograph written in RNSJN developed by Sousa (1994), entitled âRural Normal School of Juazeiro do Norte: a pioneering experienceâ, published by IPESC. The search for historiographical sources on the STJC showed few studies that address in a simplified manner experiences of first training center for teachers, as stated by Santos (2010), Cortez (2000) and Queiroz (2008, 2011, 2012, 2013). As a result, the thesis points out the following aspects: 1) the two institutions were inspired by similar experiences in mainstream education coming from their heads, when they were students of denominational schools in Fortaleza, guided by the Cearà Normal School â that served as reference to organization of first two institutions created in the countryside of Cearà to train the first teachers of that region; 2) in the memories of its former students, both institutions have left deep feelings, considering educational and training experiences with quality, diversity and the growth of professional possibilities in a favorable atmosphere in the middle of historical competition between Juazeiro do Norte and Crato; 3) normal school in Cariri was constituted following national standards to educational and institutional framework, which reveals the social value of this institution in order to overcome, at least in part, social inequalities, creating opportunities to educate women and training them as teachers to promote the growth of educational need to that region; 4) the different conditions of development between the capital and the countryside of Cearà in this period, in relation to their processes of administrative structure and available resources, showing serious fragilities, especially regarding to obstacles to organize those educational institutions for teacher training; 5) the pioneering leadership of the heads of STJC and RNSJN, supported by figures of political and cultural elite of the two cities, to organize the two educational institutions providing conditions to ensure the desired educational service to their localities, knowing that this organization was based on a set of norms and rules, in order to regulate the need to public national education, the establishment and operation of educational institutions, adopting pedagogical principles and educational practices of successful experiences looking for good results to the required modernization in Brazil in the 1930s. At last, we found that the educational and cultural influences received by both educational institutions was based in models of national and international context of secular and denominational content being adapted to promote education and training to women in Cariri.