Made available in DSpace on 2014-12-17T14:36:23Z (GMT). No. of bitstreams: 1 KeilaCM_TESE.pdf: 2110126 bytes, checksum: 6b51bcca85965d3ccf9e35acb05a597b (MD5) Previous issue date: 2011-03-21 / Our research aims to analyze some institutions of primary education in so-called First Republic in Natal/RN, when they were considered high standard institutions on training, dissemination and creation of national identity and republican traditions. Thus, we investigated to try to understand the creation of the new man and the invention of new traditions to confirm the status of republican modernity in two schools in Natal, the Colegio Americano, a private one, and a standard model of school, Augusto Severo, which is a public one. As a basis we have the history of institutions to analyze, paying close attention to consider the use of imitation in cultural patrimony as well as the use of strategies to distinguish. The concept of ownership follows, for present purposes, their focus of study on observation of diverse and contrasting use of these cultural objects, texts, readings and ideas from research institutions. For analysis of the link which occurs within the school environment, in every period of its history, we used the concept of school culture as a set of rules and practices which define knowledge to teach and conduct the introject. A culture that incorporates the school to keep a set with other religious cultures, political and popular of its time and space. In this sense, the educational institutions which we studied while showing what kind of in this work by preparing cultures, codes, different practices, and specific individuals they have, they were in important locations to provide modern cultural appropriation as a strategy for educational innovation and a factor of rationality and efficiency which could be observed and controlled, so gradually the modern school education was organized to produce its own society. As a challenge of affirmation and incorporating diverse social experiences to produce the modern, civilized man of the Republican time, the school, as part of the social life, which is singular in its practices, not only the set of reforms, decrees, laws and projects, but also as expressions of concept about life and society in terms of material, symbolic and cultural symbols in the social context in modernization. We focused on these two schools, because inside the wide cultural and material status of the city, they were the first republic schools which had the goal of having men and woman together culturally , with a view to adapting them to the modern movement to make them civilized / educated / rational . On this view, we would emphasize that this statement needs a reinvention as a new way through what is made at the schools which production of new spaces, practices, rites and what represents school, making and expressing a new identity, modern, different of the old symbols of the Empire. For this, nothing better than the organization of schooling, emphasizing on educating the individual and his/her responsibilities with the order and progress. We need to understand the past as a result of conflicts, including strengths and limitations within the historical and social context, and the invention of tradition as a process of formalization and ritualization of acts which want to perpetuate, as a reference to a group identity. These are practices and social educative representations which support the understanding of pedagogical and educational ideas at this historical moment, making a new way of being and doing in the Republican universe / Nossa pesquisa prioriza a an?lise das institui??es de ensino prim?rio na chamada Primeira Rep?blica em Natal/RN, enquanto inst?ncias privilegiadas na forma??o, divulga??o e cria??o da identidade nacional republicana e suas tradi??es. Assim, buscamos investigar e compreender a cria??o do homem novo e a inven??o de novas tradi??es para confirmarem o status de modernidade republicana dentro de duas institui??es escolares na cidade do Natal, o Col?gio Americano (de iniciativa privada) e o grupo escolar modelo, Augusto Severo (p?blica). Temos como base de an?lise a Hist?ria das institui??es, tendo o cuidado de considerar a imita??o do uso de bens culturais bem como o uso de estrat?gias de distin??o. A no??o de apropria??o segue, para fins deste trabalho, seu foco de estudo na observa??o do emprego diverso e contrastante dos mesmos bens culturais, textos, leituras e id?ias das institui??es pesquisadas. Para an?lise das rela??es que ocorrem dentro do ambiente escolar, em cada per?odo de sua hist?ria, utilizamos o conceito de cultura escolar, enquanto um conjunto de normas e pr?ticas que definem conhecimentos a ensinar e condutas a introjetar. Uma cultura que incorpora o fazer escolar, mantendo um conjunto com outras culturas religiosas, pol?ticas e populares de seu tempo e espa?o. Nesse sentido, as institui??es educativas estudadas neste trabalho, ao disporem de culturas, c?digos, pr?ticas diferenciadas, singulares e espec?ficas, constitu?ram-se em locais privilegiados para se darem apropria??es culturais modernas, como estrat?gia de inova??o educacional e fator de racionalidade e efici?ncias, observ?veis e control?veis. Paulatinamente, a educa??o escolar moderna, se organizava ao produzir a pr?pria sociedade. No desafio da afirma??o e incorpora??o de diversas experi?ncias sociais para produzir o homem republicano moderno e civilizado, a escola, como parte do social, singularizava em suas pr?ticas, n?o somente o conjunto de reformas, decretos, leis e projetos, mas express?es de concep??es de sociedade e vida no plano material, simb?lico e cultural, no contexto social em moderniza??o. Detemo-nos nessas duas institui??es porque dentro do diverso estado material e cultural da cidade foram as primeiras escolas republicanas que objetivavam homogeneizar culturalmente homens e mulheres na perspectiva de adequ?-los ao movimento da modernidade para faz?-los civilizados/educados/racionais. Sobre esse prisma conv?m destacar que essa reinven??o necessita de uma afirma??o como nova forma escolar atrav?s da produ??o de novos espa?os, pr?ticas, ritos e s?mbolos escolares, produzindo e expressando uma nova identidade, o moderno, contr?rio aos s?mbolos ultrapassados do Imp?rio. Para tanto, nada melhor do que a organiza??o da instru??o escolar, com ?nfase na forma??o do indiv?duo, e suas responsabilidades com a ordem e o progresso. ? entendermos o passado como resultado dos conflitos, com suas potencialidades e limites dentro do contexto hist?rico e social e a inven??o de tradi??es enquanto processo de formaliza??o e ritualiza??o de atos que se quer perpetuar como refer?ncia de identidade a um grupo. S?o essas pr?ticas e as representa??es s?cio-educativas que favoreceram a compreens?o das id?ias pedag?gico-educacionais nesse momento hist?rico, destinadas a formar um novo modo de ser e fazer no universo republicano