Made available in DSpace on 2016-04-27T16:32:35Z (GMT). No. of bitstreams: 1 Taina Maria Pinheiro dos Santos.pdf: 193831 bytes, checksum: 14e5bd19381a6f3247c66534fcb669c8 (MD5) Previous issue date: 2012-02-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The establishment of the Republic in Brazil in 1889 was accompanied by promises of a new era of progress, reason, science and civilization. Education in the discourse of many Republicans, has been considered the main promoter of this new era, the formation of the new man . In contrast to the Education of the monarchic period, considered traditional , set out new knowledge, new methods, new school practices, including those who valued the work and manual training, which were proposed for the full development - physical intellectual and moral. This research aims to understand the proposals relating to elementary education, printed in: Revista de Ensino Beneficente do Professorado Público do Estado de São Paulo, and Annuario do Ensino do Estado de São Paulo, from 1902 until 1920, seeking to understand the discourse and the practices on these education proposals, the contradictions faced, ruptures and continuities, until its decline / A proclamação da República no Brasil, em 1889, veio acompanhada de promessas de nova era, de progresso, razão, ciência e civilização. A Educação, no discurso de muitos republicanos, passou a ser considerada o principal promotor dessa nova era, pela formação do homem novo . Em contraposição à Educação do período monárquico, considerada tradicional , propuseram-se novos conhecimentos, novos métodos, novas práticas escolares, inclusive as que valorizavam o trabalho e as atividades manuais. Trabalhos manuais foram propostas para o desenvolvimento integral - físico moral e intelectual. Essa pesquisa busca compreender essas propostas referentes ao ensino primário, nos impressos: Revista de Ensino Beneficente do Professorado Público do Estado de São Paulo , e, Annuário do Ensino do Estado de São Paulo, no período de 1902 até 1920, buscando compreender o discurso e as práticas sobre essas proposições pedagógicas; as contradições enfrentadas, rupturas e permanências, até seu declínio

Uppsatsens frågeställning är vilka formgivare, konsthantverkare, hantverkare, slöjdare eller andra personer skulle kunna ses som förebilder i pedagogisk slöjd i en nutida kontext. Metoden för att undersöka frågan var en webbenkät riktad till ett urval av grupper som berörs av slöjd på olika sätt. Den vanligaste förebilden bland mina respondenter visade sig vara en svensk man som är släkting. På andra och tredje plats kom två etablerade och, i slöjdkretsar, kända professionella slöjdare; Jögge Surolle Sundqvist och Beth Moen. Respondenterna beskriver sina slöjdförebilder som kreativa, nyfikna och generösa. Bristen på kända förebilder inom slöjd kan i hög grad påverka den pedagogiska slöjdens status och ställning. Ett större fokus på att lyfta fram en bredd av förbilder för slöjd i undervisningen skulle kunna öppna upp för förbättrade möjligheter att arbeta mot det grundskolans kursplan i slöjd tar upp. / The essay's question is what designers, artisans, craftsmen, people working with sloyd or other people could be seen as role models in educational sloyd in a contemporary context. The method of investigating the issue was a web survey targeted at a selection of groups related to sloyd. The most common model among my respondents turned out to be a Swedish man who is a relative. Second and third place came two well-known professional craftsmen; Jögge Surolle Sundqvist and Beth Moen. Respondents describe their role models as creative, curious and generous. The lack of known models in sloyd can greatly affect the status and position of the educational sloyd. More focus on highlighting a width of rolemodels in sloyd teaching could open up for improved opportunities to work according to the elementary school's curriculum in sloyd.