En 1865, V. Duruy, ministre de l’Instruction publique nommé par Napoléon III, organise un cursus intermédiaire entre l’enseignement primaire et l’enseignement secondaire. Cet « enseignement secondaire spécial » doit pouvoir fournir à la Nation des cadres intermédiaires pour l’industrie, le commerce et l’agriculture. Conséquemment, cette filière appelle dans ses rangs des enseignants spécifiques et V. Duruy, souhaitant donner ses lettres de noblesse à cette nouvelle formation, crée trois agrégations distinctes. Il fonde également à Cluny une École normale chargée de former le nouveau personnel tout en laissant également l’opportunité à des candidats libres de se présenter à ce nouveau concours. À partir de 1881, l’enseignement secondaire spécial subit plusieurs réformes et il est transformé en 1891 en enseignement moderne. L’École normale ferme ses portes et les agrégations spéciales sont supprimées. La dernière session du concours a lieu en 1893. De 1866 à cette date, 468 candidats auront réussi une agrégation spéciale. Dans une période qui s’étend de 1866 à 1914, notre travail de recherche se propose tout d’abord de partir à la rencontre de ce personnel enseignant méconnu. En nous appuyant sur les dossiers personnels des agrégés spéciaux, nous examinerons tout d’abord leurs origines sociale, scolaire et géographique puis leurs parcours tant dans la vie professionnelle que dans la sphère privée. L’étude s’attache ensuite à suivre ces professeurs dans leur quotidien afin d’apprécier leur niveau de vie. Enfin, l’historiographie ayant souvent souligné que les agrégés classiques affichaient souvent du mépris vis-à-vis des catégories subalternes, il s’agira de mettre en lumière la place occupée, tant dans l’Université que dans la société, par les agrégés spéciaux. / In 1865, Victor Duruy, Minister of State Education appointed by Napoleon III, puts in place an intermediate course between primary and secondary education. This “Special Secondary Education” was meant to provide the nation with intermediate executives for the industry, trade and agriculture. Consequently, this sector called up in its ranks specific teachers and, wishing this new training to be officially recognized, V. Duruy created three distinct agrégations. He also founded at Cluny a Teacher Training College or École normale in charge of training the new staff while giving the opportunity to external candidates to take this new examination. From 1881 onwards the Special Secondary Education underwent several reforms, until 1891 when it became Modern Education. The Teacher Training College closed down and the special agrégations were stopped. The last exam session took place in 1893. From 1866 to that date, 468 candidates will have passed the special agrégation. For a period which extends from 1866 to 1914, our research work suggests first of all getting to know this neglected teaching staff. Relying on the special agrégés’ personal files, we will first study their social, academic and geographical origins, then their personal routes both in their professional and private lives. The study will next attempt to follow these teachers in their everyday life in order to assess their standard of living. Finally, historiography having pointed out that the standard agrégés often showed contempt towards lower grade social groups, our task will be to highlight the place either in the University or in society the special agrégés held.

ARAÚJO, Fátima Maria Leitão. Mulheres letradas e missionárias da luz: formação da professora nas escolas normais do Ceará - 1930 a 1960. 2006. 235f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-11T13:01:01Z No. of bitstreams: 1 2006_Tese_FMLARAUJO.pdf: 2853478 bytes, checksum: 9e3f021046fbbf6f905c3f4ee0d7226d (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-11T14:44:26Z (GMT) No. of bitstreams: 1 2006_Tese_FMLARAUJO.pdf: 2853478 bytes, checksum: 9e3f021046fbbf6f905c3f4ee0d7226d (MD5) / Made available in DSpace on 2012-07-11T14:44:26Z (GMT). No. of bitstreams: 1 2006_Tese_FMLARAUJO.pdf: 2853478 bytes, checksum: 9e3f021046fbbf6f905c3f4ee0d7226d (MD5) Previous issue date: 2006 / The present research aims at studying teaching staff formation proposals for Teachers’ Training Rural Schools in Ceará from 1930 to 1960. Our purpose is to observe the discrepancies between government discourse and oficial documents and the everyday teacher-classroom practice. The research has helped us to evaluate teacher formation proposals at Rural Schools belonging to the social political context of post 1930 (President Vargas Era), and understand the role of the project in defining the ideal teacher profile for the rural area. To achieve these goals we have analyzed the ideas, experiences, practices, representations and the place reserved for rural area teachers at he beginning of the 20th century. We based our research on oral and written speeches, reports, public and private files and official documents among others. For us, the individual oral speeches were one of the most important sources for the research carried out since one of our concerns was to (re)construct the history from the point of view of teachers at the time period analyzed. Among the people who had an important part in the Teachers Training Rural Schools program we highlight the role played by women teachers, educators and missionaries who had the hard task of enlightening the country areas by means of primary education. / A presente tese tem por objeto o estudo da proposta de formação docente das escolas normais rurais do Ceará em idos de 1930 a 1960. Propõe responder aos questionamentos acerca da compatibilização entre o ideal preconizado pelos discursos e documentos oficiais e o perfil de professora produzido na prática cotidiana da sala de aula. Os caminhos percorridos a partir da pesquisa, leva a que se entenda a proposta de formação docente das escolas normais rurais do Ceará, analisando a sua inserção no contexto sociopolítico e ideológico do Ceará/Brasil pós-1930 (Era Vargas), além de compreender o significado do projeto escola normal rural na definição de um perfil ideal de educadora para o meio rural. Dessa forma, analisam-se as idéias, experiências, práticas, representações e o lugar reservado às professoras ruralistas naqueles efervescentes anos das primeiras décadas do século XX. A escrita ora apresentada é fruto da persistente busca dos vestígios deixados e dos relatos expressos pelas personagens que fizeram parte da trama cotidiana de histórias que se cruzam, na consecução de idéias e práticas vividas no âmbito da educação escolar daqueles idos. As fontes utilizadas foram de várias naturezas, tais quais: oral, relatórios, arquivos escolares e particulares, documentos oficiais, discursos de autoridades políticas e intelectuais, diretores, professores e ex-alunas, monografias de conclusão de curso, fotografias e fonte hemerográfica. Em tal percurso teórico-metodológico, destaquei a oralidade como importante fonte da pesquisa., haja vista a tentativa de efetivar a (re)construção histórica numa perspectiva da “história vista de baixo”, dando voz às pessoas que tiveram papel central no projeto escolar encetado pelas escolas normais rurais do Ceará. Assim, coloca-se no cerne da história educacional cearense de meados do século XX, a mulher, ou seja, a professora rural, a educadora e missionária que assumiria a árdua tarefa de iluminar o sertão via luz da instrução primária.