Made available in DSpace on 2017-07-21T20:31:33Z (GMT). No. of bitstreams: 1 Audrey Pietrobelli de Souza.pdf: 1770724 bytes, checksum: 318db464b1667a6c6a5ec945dc2b3ad1 (MD5) Previous issue date: 2016-12-13 / The general objective of this thesis is to analyze the trajectory of the Education Psychology area in the Education Course at the State University of Ponta Grossa – UEPG from 1962 to 2012. This period was chosen because the course was implemented in the institution in 1962 and in 2012 the most recent course curricular reform process occurred. More specifically, this research aims at comprehending the conditions that favored changes promoted in the Education Psychology area in the Education Course at UEPG. The study also intends to identify the main theoretical matrices that made up the course curricular structure along the years and explain how the process of insertion and appropriation of the interactionist perspective occurred in the subjects offered. Such perspective refers mainly to the Jean Piaget’s Genetic Epistemology and Lev S. Vigotski’s Cultural- Historical Theory taking into consideration their interfaces with the national scenery of the Education and Education Psychology fields. This investigation was based on the theoretical background of History of School Subjects, discussions put forward by Roger Chartier on the concept of appropriation and the category of field systematized by Pierre Bourdieu. It also gathers a set of written and oral sources to make up the documental corpus. The printed documents are Books of Activity Reports that belong to the Philosophy, Sciences and Language College of Ponta Grossa, UEPG University Brochures, Course Curricular Restructuring Processes and Programs of Academic Subjects which are comprised in the area Class Diaries. The oral sources used are semi-structured interviews, carried out with eleven professors who work and∕or used to work teaching in the Education Psychology area at the institution being investigated. The mediation between the conceptual apparatus and documental data allows this study to defend the thesis that not only did the constitution process of Education Psychology in the Education course at UEPG follow the movement and history of this area of knowledge in the national educational scenery, but was also influenced by the interests, forces and struggles that marked the curricular reform process to which the course was submitted. Also, the history of this area was seen to be intertwined with elements of its professor’s trajectories in the field of Education Psychology, in the teacher education speciality, in Education and in the teaching practice. This leads to the conclusion that the trajectory of Education Psychology in the Education Course at UEPG was marked by three significant periods: the first, between 1962 and 1972 corresponds to the introduction of Education Psychology in the Education Course and highlights the philosophical focus that characterized the area throughout this decade; the second, between 1973 and 1990, reveals a substantial change inside the Education Psychology field, which gains a more psychological approach with a curricular organization marked by technical principles; the third, between 1991 and 2012 emphasizes a cognitivist-cultural focus that began to characterize the Education Psychology area in the Education Course at UEPG. Among its conclusions, the study highlights specially the issue posed to any and all research on the history of certain area or academic subject that is to understand it as the result of a social and historical construction process. / O objetivo geral desta tese consiste em analisar a trajetória da área da Psicologia da Educação no âmbito do Curso de Pedagogia da Universidade Estadual de Ponta Grossa-UEPG, no período entre 1962 e 2012. Este recorte temporal se justifica porque o ano de 1962 marca a implantação do referido curso na instituição mencionada e 2012 corresponde ao último processo de reforma curricular ao qual o curso foi submetido. Em termos mais específicos, esta pesquisa pretende compreender as condicionantes que concorreram para as mudanças ocorridas no interior da área da Psicologia da Educação no Curso de Pedagogia da UEPG, identificar as principais matrizes teóricas que integralizaram a sua estrutura curricular ao longo dos anos e explicar como se deu o processo de inserção e de apropriação da perspectiva interacionista no ementário das disciplinas dessa área de conhecimento, em especial, da Epistemologia Genética de Jean Piaget e da Teoria Histórico Cultural de Lev S. Vigotski, sem deixar de considerar suas interfaces com o cenário nacional do campo da Pedagogia e da Psicologia da Educação. Esta investigação apoia-se nos aportes teóricos da História das Disciplinas Escolares, nas discussões efetivadas por Roger Chartier acerca do conceito de apropriação e na categoria de campo sistematizada por Pierre Bourdieu, assim como mobiliza um conjunto de fontes escritas e orais para compor o corpus documental. Os documentos impressos são Livros de Relatórios das Atividades da Faculdade Estadual de Filosofia, Ciências e Letras de Ponta Grossa, Catálogos Universitários da UEPG, Processos de Reestruturação Curricular do curso, Programas das disciplinas que integram a área e Diários de Classe. As fontes orais empregadas são entrevistas semiestruturadas, realizadas com onze professores que atuam e/ou já atuaram como docentes da área da Psicologia da Educação na instituição investigada. A mediação entre o aparato conceitual e os dados documentais permite que esta pesquisa sustente a tese de que o processo de constituição da Psicologia da Educação no Curso de Pedagogia da UEPG acompanhou não somente o movimento e a história da própria área de conhecimento no cenário educacional nacional, como também, foi perpassado pelo conjunto de interesses, forças e disputas que marcaram os processos de reforma curricular aos quais o curso foi submetido, pois a história da área se entrelaça com elementos da of the trajetória de seus docentes, do campo da Psicologia da Educação, da especialidade de formação docente, da Pedagogia e da prática pedagógica. Disso depreende-se que a trajetória da Psicologia da Educação no Curso de Pedagogia da UEPG é demarcada por três períodos expressivos: o primeiro, entre 1962 e 1972, corresponde ao início da Psicologia da Educação no referido curso e evidencia o enfoque filosófico que caracterizou a área durante essa década; o segundo, entre 1973 e 1990, revela uma mudança substancial no interior do campo da Psicologia da Educação, o qual assume um enfoque mais psicológico e tem sua organização curricular demarcada por princípios tecnicistas; o terceiro, entre 1991 e 2012, evidencia o enfoque cognitivista-cultural que passou a caracterizar a área da Psicologia da Educação no Curso de Pedagogia da UEPG. Dentre suas conclusões, a pesquisa confere destaque especial para o imperativo que se impõe frente a todo e qualquer estudo que se propõe a investigar a história de uma determinada área ou disciplina: tomá-la com resultado de um processo de construção social e histórico.

Das Ziel der Arbeit ist die Darstellung der preußischen Mittelschule für den Zeitraum von 1872 bis 1945. Neben der strukturell-curricularen Entwicklung dieser Schulform werden die Bereiche ‚Chemieunterricht’ und ‚Lehrerausbildung’ schwerpunktmäßig untersucht. Vorgeschaltet ist eine Analyse und Darstellung der zur Mittelschule hinführenden Entwicklung mit ihren politischen, wirtschaftlichen und sozialen Bedingungen. <br><br> Die für die Strukturierung der Arbeit gewählte Phaseneinteilung orientiert an den bildungspolitischen Zäsuren, die durch die jeweiligen staatlichen ‚Bestimmungen’ charakterisiert sind. Mit diesen in den Jahren 1872, 1910, 1925, 1938 und 1942 vorgelegten Bestimmungen wurde das Mittelschulwesen jeweils neu geordnet. <br><br> Schwerpunkt der benutzten Quellen ist, die Verbandszeitschrift der Mittelschullehrer, die „Die Mittelschule“. Weiter wurden zeitgenössische Quellen und Literatur sowie pädagogische Zeitschriften für die Analysen benutzt. <br><br> Untersuchungsschwerpunkt ist die Darstellung der preußischen Mittelschule unter dem Aspekt der bildungspolitischen Institutionalisierung im Jahre 1872. Ein weiterer Untersuchungsschwerpunkt ist der Chemieunterricht. Als bedeutungsvoll für diesen Unterricht müssen die Diskussionen im Untersuchungszeitraum gesehen werden, die über inhaltliche Fragen und die methodische Gestaltung des Unterrichts geführt wurden. Der Einsatz der Schulbücher wird hierbei besonders berücksichtigt. <br><br> Die Situation der Lehrer wird unter dem Aspekt ihrer Ausbildung untersucht. Als Mittelschullehrer wurden vornehmlich Volksschullehrer eingesetzt, die sich autodidaktisch auf die Prüfung zum Mittelschullehrer vorbereiten mussten. Die Verweigerung einer identitätsstiftenden schulformbezogenen Lehrerausbildung hat der Mittelschule die Möglichkeit genommen, sich frühzeitig zu einer selbständig-unabhängigen Schulform zu entwickeln. Bedeutungsvoll ist das festgestellte Verhalten der Lehrerschaft dieser Schulform in den unterschiedlichen politischen Systemen. <br><br> In den zeitlichen Phasen steht die Mittelschule als eine zwischen Elementarschule und Gymnasium sich emanzipierende Schulform. Die Ambivalenz in der Stellung äußert sich in dem wechselvollen Verhalten zwischen Standesschule und Öffnung für andere gesellschaftliche Schichten. Im Zusammenhang mit der Verweigerung der Berechtigungen muss die Mittelschule als Anstalt zur Befriedigung der Bildungsansprüche mittlerer Schichten gesehen werden. Sie wurde aber auch als schulischer Abwehrmechanismus der oberen Schichten gegenüber unteren gesellschaftlichen Schichten instrumentalisiert. / The aim of the paper is a description of the Prussian secondary school between 1872 and 1945. Besides the structural-curricular development of this structure of school, there is a focus on investigating the areas ‚chemistry lessons’ and ‚teacher training’. Beforehand is an analysis and description of the development towards secondary school and its political, economical and social circumstances. <br><br> The chosen disposition of stages is oriented on breaks in education policy, which are characterized by particular governmental regulations. With the new regulations in 1872, 1910, 1925, 1938 and 1942 the secondary school system was reordered at each time. <br><br> A main source of information is the organisational journal of secondary school teachers „Die Mittelschule“ (The Secondary School). Furthermore contemporary sources and literature as well as educational journals were used for analysis. <br><br> The main focus of the investigation is on the description of the Prussian secondary school under the aspect of institutionalization of education policy in 1872. Another field of attention is education in chemistry. Especially meaningful for this are discussions about content-related questions and methodical design of teaching within the period of investigation. The use of school books is hereby especially considered. <br><br> The situation of the teachers was investigated under the aspect of their training. Elementary school teachers were appointed primarily as secondary school teachers. They had to prepare autodidactically for the exam as secondary school teacher. Because of the refusal of an identity forming school oriented training of teachers, secondary school lacked the possibility to develop early to an autonomous school design. The behaviour of the teachers of this school form within the different political systems is significant. <br><br> Within a time frame secondary school stands as an emancipated form of school between elementary school and high school. The ambivalence of the position is shown in changes of the role model between school for a particular social class and the opening for other social stratum. Related to refusal of allocation of educational competences secondary school has to be seen as an institution to satisfy middle class claim on education. But it was also exploited as an academic defence mechanism of upper class against near-illiterate, lower social classes.

The main purpose is to study the meaning that teachers give the Holocaust as a field of knowledge; the subsequent nature of their teaching; and how it is understood by the students. In connection to this, the purpose is also to discuss the potential of developing a historical consciousness among the students as well as the possibility of bringing insights into the importance of fundamental democratic values. The intentions described by the teachers when teaching the Holocaust as a field of knowledge vary relatively much. Five main themes are found that show these variations. These are: “Never again!”; “Not only the Holocaust!”;“Think critically!”; “Understand the psychology of man!” and “Realize the value of democracy!” Common to the first two themes is the teachers' intention to inform students about crimes against humanity during the Nazi rule and/or under communist regimes. These teachers are mainly using tools that illustrate the horrific aspects of the crimes, focusing on the victims and the perpetrators. The three following themes differ from the first two as they focus the teaching on the steps to Auschwitz, instead of on the Holocaust itself. The intention here is to create an understanding of factors that can contribute to an explanation of what made the Holocaust possible. The concept of a historical consciousness is not expressively used or explained in the teaching, although it is obvious that some of the teachers expect their students to think in the dimensions of the past, the present and the future, as well as understand the relation between these dimensions.

The present study investigates the School Subject Morals and Patriotic Education in Atheneu Sergipense in the 70s of the twentieth century. This study is connected to the theories and methodologies of School Subjects History and from the perspective of Cultural History. For the construction of this work were used scholars as a: André Chervel (l990), Ivor Goodson (2001, 1998, 1990), Dominique Julia (2001) and Viñao Frago (2008); beyond readings from the following sources: Documents of National Commission of Morals and Patriotic, Laws of Education, Records Book, Textbooks and writing activities. The investigation of the subject Morals and Patriotic Education in Atheneu Sergipense revealed that his teaching was connected to exposure of contents and patriotic practice. The content passed through the presentation of the patriotism, knowledge of the Brazilian State, as well as the creation of morals habits and behaviors. The surveys were conducted: in the Library and Archive of Atheneu Sergipense, in the State Corporation of Education of Sergipe and Dom Luciano José Cabral Library. / O presente trabalho investiga a Disciplina Escolar Educação Moral e Cívica no Atheneu Sergipense na década de 70 do século XX. Encontra-se vinculado aos pressupostos teóricometodológicos da História das Disciplinas Escolares e sob a perspectiva da História Cultural. Para a construção desse trabalho utilizou-se teóricos como André Chervel (l990); Ivor Goodson (2001, 1998, 1990); Dominique Julia (2001) e Vinão Frago (2008); além de leituras das seguintes fontes: Documento da Comissão Nacional de Moral e Civismo, Legislação de Ensino, Cadernetas Escolares, Livros Didáticos e atividades escritas. A investigação da disciplina Educação Moral e Cívica no Atheneu Sergipense revelou que o seu ensino estava entrelaçado a exposição dos conteúdos e prática cívica. O conteúdo perpassava pela apresentação do civismo, conhecimento do Estado Brasileiro, bem como, na construção de hábitos e comportamentos morais. As pesquisas foram realizadas: na Biblioteca e Arquivo do Atheneu Sergipense, no Conselho Estadual de Educação de Sergipe e na Biblioteca Dom Luciano José Cabral.

Denna studie syftar till att lyfta fram faktorer som påverkat och påverkar synen på läsläxan genom skolans framväxt. Läsläxa är ett fenomen som finns i de flesta skolor och klasser. Läsläxan har haft olika former och påverkats av skolans utveckling genom historien. Resultatet visar att idag handlar styrningen av skolan om att skapa en befolkning som kan visa sig konkurrenskraftig på världsmarknaden, inom många olika områden. PISAresultatet är idag den faktor som påverkar den politiska styrningen av skolan mest. Skolan används även som ett slagträ mellan de politiska blocken vilket i sin tur påverkar skolutvecklingen och läsläxan. Resultatet visar även att läsläxan idag har bytt skepnad. Idag anses läsläxan av viss forskning endast vara till för att allt skolarbete ska bli gjort medan annan forskning anser att läsläxan är viktig för att befästa och upprätthålla övning i läsning. De största påverkansfaktorerna enligt forskningen är hur eleverna har det hemma samt om det finns närvarande och stöttande vårdnadshavare. För att göra läsläxan mest effektiv för varje elev ska den anpassas efter elevens läsnivå, hemmiljö och om eleven kan få stöttning hemma men det ska även finnas en tydlig koppling till undervisningen i skolan.

[pt] O presente estudo tem como objetivo identificar e analisar alguns aspectos históricos da disciplina escolar Sociologia, no período de 1928 a 1936, na Escola Normal do Distrito Federal, atual Instituto Superior de Educação do Rio de Janeiro (ISERJ), no momento em que foi introduzida no currículo, por meio da reforma empreendida por Fernando de Azevedo em 1928, e seu percurso nos primeiros anos, após as mudanças que ocorreram com a posse de Anísio Teixeira na Diretoria de Instrução Pública em 1931, quando a Escola passa a se tornar Instituto de Educação. Para alcançar tal propósito, a metodologia utilizada foi a análise documental das diferentes fontes do período estudado, com destaque para aquelas do acervo do Centro de Memória da Educação Brasileira, localizado no ISERJ. O principal referencial teórico adotado foi a tradição inglesa da História das Disciplinas Escolares, tendo como referência a obra de Ivor Goodson, que entende currículo como um processo político, social e que, portanto, não é possível entendê-lo como conhecimento puro, descontextualizado. Foi possível analisar os programas das disciplinas Sociologia e Sociologia Educacional, relacionando-os com os movimentos e teorias educacionais em voga nas décadas de 1920 e 1930. / [en] The present study aims to identify and analyze some historical aspects of the school discipline Sociology, from 1928 to 1936, at the Escola Normal do Distrito Federal, currently the Instituto Superior de Educação do Rio de Janeiro (ISERJ), at the time it was introduced in the curriculum, through the reform undertaken by Fernando de Azevedo in 1928, and his path in the early years, after the changes that occurred with the ownership of Anísio Teixeira in the Directorate of Public Instruction in 1931, when the School became the Instituto de Educação . To achieve this purpose, the methodology used was the documentary analysis of the different sources of the studied period, with emphasis on those from the collection of the Centro de Memória da Educação Brasileira, located at ISERJ. The main theoretical framework adopted was the English tradition of the History of School Disciplines, having as reference the work of Ivor Goodson, who understands curriculum as a political, social process and, therefore, it is not possible to understand it as pure, decontextualized knowledge. It was possible to analyze the programs of the Sociology and Educational Sociology disciplines, relating them to the educational movements and theories in vogue in the 1920s and 1930s.

PRIMARY PUPILSʼ HISTORICAL THINKING Abstract This thesis deals with development of childrenʼs historical thinking in primary school. At the beginning of the theses, changes in the Czech history curriculum are presented. Moreover, it discusses psychological relations of historical thinking and introduces important Czech and foreign works presenting researches in this field of study. The thesis depicts the course of the qualitative research focusing on the level of historical thinking skills of the fifth graders, especially their historical understanding. The research also contains four lesson plans including special tasks for children. At the end of the thesis, the influence of these tasks on childrenʼs historical thinking is examined and described. The suggested methods should be not only an inspiration source for teachers, but also a possible way of development of historical thinking of primary school pupils. Key words: historical thinking, historical inquiry, evidence and artefacts, child as a historian, historical inquiry question, history at school Vedoucí diplomové práce: Ing. Michaela Dvořáková Autor diplomové práce: Karolína Kopecká Studijní obor: učitelství pro 1. stupeň ZŠ Forma studia: prezenční Diplomová práce dokončena: červen, 2012

Centrée sur les évolutions des enseignements techniques vers les sciences de l’ingénieur, la thèse présente et discute le processus de disciplinarisation de la technologie industrielle. Les bouleversements contemporains dans les classes de lycée en révèlent la phase d’achèvement. L’analyse didactique et historique depuis la Libération, menée principalement à partir de l’étude des prescriptions et des discours repère les évolutions et les ruptures, à l’aide d’un modèle d’étude curriculaire qui focalise les missions, l’organisation (administrative et pédagogique) et l’enseignement (contenus et méthodes). Trois grandes périodes sont mises en évidence : 1) la configuration de l’enseignement technique (1945-1958), son développement et sa structuration ; 2) la secondarisation de l’enseignement technologique (1959-1984) et son incorporation dans le système éducatif unifié ; 3) la disciplinarisation de la technologie (1985-2012), sa graduelle organisation curriculaire verticale et sa nouvelle désignation sciences de l’ingénieur. Inscrite dans une dynamique à la fois sociopolitique, économique et institutionnelle, la disciplinarisation de la technologie dans l’enseignement long semble principalement déterminée par ses missions d’augmentation des qualifications. Ce long processus est marqué par l’élaboration de contenus enseignables que révèle l’étude de l’évolution de l’analyse fonctionnelle. De l’organe de machines aux systèmes pluritechnologiques, les modifications des contenus se cristallisent successivement en huit couches paradigmatiques. Au-delà de la mise au jour du processus de disciplinarisation de la technologie qui ouvre la discussion avec les travaux disponibles sur d’autres enseignements, la thèse met à disposition une histoire inédite de l’enseignement technique ainsi que les sources nécessaires pour de nouvelles recherches et indispensables pour saisir et porter les bouleversements contemporains. / The PhD presents and argues that the industrial technology is becoming an academicsubject. In high schools, the contemporary changes bring to light the final phase. The didactic and historical analysis, mainly led by the study of official regulations and speeches, tracks down the evolutions and the changes, by means of a model of examination of the school disciplines focusing on the missions, the organization (administrative and educational) and the education (the programs and the methods).Three main periods are identified: 1) the configuration of the technical education (1945-1958), its development and its structure; 2) the blending of the technology in high schools (1959-1984) by the unification of the education system; 3) the technology as an academic subject (1985-2012) from the primary school to the university, newly named the engineering sciences. This process comes within socio-political, economic and institutional context and is mainly defined by its missions of increasing qualifications. The examination of the functional analysis tools, employed to study the technical systems, reveals the elaboration of teachable contents. The contents changes, from the machines organ to the multitechnological systems, have been built one after the other, according to eight paradigms. On the one hand, the PhD reveals the process of "disciplinarization" of the technology and opens the discussion on the available researches about others disciplines. On the other hand, the PhD provides an original history of the technical education, the necessary sources for new researches and for understanding and supporting the contemporary changes.

Esta pesquisa contextualiza a formação da disciplina escolar Língua Portuguesa, as transformações ocorridas no ensino de literatura e investiga os discursos que circulam em documentos curriculares oficiais voltados para o ensino de língua portuguesa sobre o conceito de literatura. Para tanto, analisa-se o currículo de literatura para o ensino médio, etapa final da educação básica no Brasil, a partir das discussões propostas pelas teorias pós-críticas do currículo, sobretudo pelos Estudos Culturais e Multiculturalismo Crítico, além das formulações de Foucault sobre as formações discursivas e os mecanismos que (des)autorizam a emergência de enunciados. São foco da investigação documentos curriculares oficiais de âmbito nacional, particularmente os Parâmetros Curriculares Nacionais Ensino Médio Linguagens, Códigos e suas Tecnologias (MEC, 2000), as Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais PCN+ Ensino Médio Linguagens, Códigos e suas Tecnologias (MEC, 2002), as Orientações curriculares para o ensino médio: linguagens, códigos e suas tecnologias (MEC, 2006) e a Base Nacional Comum Curricular (MEC, 2018). A pesquisa indica que, nos documentos oficiais, o discurso oficial se sobrepõe aos discursos pedagógicos e acadêmicos. Quanto ao ensino de literatura, nota-se um movimento de deslocamento de o que e por que se ensina, procurando-se abarcar não apenas o estudo de obras canônicas, social e culturalmente valorizadas. Especificamente em relação aos conceitos de Literatura/literatura, e de literário e não literário, duas formações discursivas coexistem: a primeira, ligada à tradição escolar e aos saberes hegemônicos do cânone literário; e a segunda, associada a saberes não hegemônicos, cujos textos nem sempre tiveram o estatuto de obra literária / This research contextualizes the formation of the Portuguese language school discipline, the transformations occurred in the teaching of literature and investigates the discourses that circulate in official curricular documents aimed at the teaching of Portuguese language on the concept of \"literature\". The literature curriculum for high school, the final stage of basic education in Brazil, is analyzed from the discussions proposed by the post-critical theories of the curriculum, especially by Cultural Studies and Critical Multiculturalism, in addition to Foucault\'s the discursive formations and the mechanisms that (des)authorize the emergence of statements. National Curricular Parameters - Secondary Education - Languages, Codes and their Technologies (MEC, 2000), the Complementary Educational Guidelines to National Curricular Parameters - PCN + Secondary Education - Languages, Codes and their technologies (MEC, 2002), Curricular Guidelines for High School: languages, codes and their technologies (MEC, 2006) and the National Common Curricular Base (MEC, 2018). The research indicates that, in official documents, official discourse overlaps pedagogical and academic discourses. As for literature teaching, there is a movement of displacement of \"what\" and \"why\" is taught, seeking to encompass not only the study of canonical works, socially and culturally valued. Specifically in relation to the concepts of Literature / literature, and literary and non-literary, two discursive formations coexist: the first, linked to the school tradition and the hegemonic knowledge of the literary canon; and the second, associated with non-hegemonic knowledge, whose texts have not always had the status of literary work

Esta tese é resultado de um estudo sócio-histórico que teve por objetivo compreender como se configuraram as relações entre educação e estatística no Brasil no período de 1871 até a década de 1940. A partir da análise de documentos de Estado - publicados pela Diretoria Geral de Estatística, pelo Ministério da Educação e Saúde, pelo Serviço de Estatística de Educação e Saúde, pelo INEP e pelo IBGE - foi possível identificar como se consolidou a legitimidade que usufruem as estatísticas educacionais para a condução de decisões políticas e de que maneira estas estatísticas colaboraram na formulação de representações sobre a escola primária brasileira. Procedeu-se, inicialmente, ao relato das iniciativas do poder público no sentido de criar e aperfeiçoar um aparato capaz de elaborar informações numéricas consideradas confiáveis. Foi, também, descrita a maneira pela qual eram produzidas as estatísticas educacionais, localizando as fontes de informação e explicando os procedimentos para coleta dos dados. Pretendeu-se, por essa iniciativa, diminuir o desconhecimento acerca da origem de números escolares que, eventualmente, são utilizados em pesquisas atuais sem o conveniente exame crítico. Foram indicadas, ainda, algumas das falhas na elaboração das estatísticas (declaradas pelos seus produtores), possibilidades de divergência de interpretação, limitações inerentes ao objeto, inconsistências na argumentação - aspectos estes que obrigam à cautela no uso de tais informações. Foram examinadas, além disso, as análises oficiais dos números do ensino, em especial aquelas que circularam na década de 1940, buscando-se identificar as lutas simbólicas travadas em torno da sua interpretação legítima. Desse modo, foi possível contribuir na compreensão de como as estatísticas incidem sobre a construção de determinadas imagens sobre a escola. Por fim, cabe enfatizar que o conceito de representação assume uma importância fundamental neste estudo, permitindo situar as estatísticas e o discurso produzido sobre elas como elementos de mediação das relações dos indivíduos com o mundo social. Ao classificarem e circunscreverem a realidade, constroem e fixam modos de apreender o mundo, a partir dos quais os indivíduos tomam decisões, equacionam problemas, conformam seus comportamentos e consolidam mecanismos de controle social. É preciso destacar, ainda, a centralidade que o conceito de campo - de Bourdieu - tem na análise empreendida. / This thesis is the result of a social-historical study which has have as aim to understand how the relationship between Education and Statistics in Brazil was formed in between 1871 and the decade of 1940. Starting from the analysis of official documents of the State - produced by the General Directory of Statistics, by the Ministery of Education and Health, by the Education and Health Statistics Service, by INEP and by IBGE - it was possible to identify how the legitimacy of which educational statistics for conducting the political decisions were consolidated and in which way they colaborated in the formulation of representation about Brazilian primary school. Inicially, we related the initiatives by the public services to create and improve an aparatus capable of producing numerical information which would be considered reliable. Also, we described the way in which educational statistics were produced, locating the sources of information and explaining the proceedings for the collection of data. What was intended, by using this initiative, was to diminish the ignorance about the school numbers which, sometimes, are used in recent surveys without the convenient critical exam. Yet, some of the failures in the elaboration of the statistics (declared by their producers), possibilities of divergency of interpretation, limitation inherent to the object, inconsistencies in arguments - all these being a complexion which obligate to the caution in using that information - were indicated. Further more, the official analysis of the numbers in education, specially those which circulated in the decade of 1940, seeking to identify the symbolical fights held on the legitime interpretation, were examined. Therefore, it was possible to contribute in the understanding of how statistics concur in the construction of some [piece of representation] about the school. Finally, we shall emphasize that the concept of representation gain a fundamental importance in this study, allowing us to place statistics and the speeches which were produced about them as elements of mediation of the relationship between the individuals and their social world. As they classify and encicle the reality, they build and set ways of apprehend the world, from whose concept people take decisions, solve problems, form their behaviour and consolidate the machanisms of social control. It is important to be outstanding, yet, the centrality that the concept of field - as formulated by Bordieu - assumes to this work.