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Previous issue date: 2012-08-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research aims to analyze the concept of childhood in the dimension of educational
practice, which is present in the regimental school and historically constructed power
relations during the period 1910 to 1930, in Rio Grande do Norte. To contextualize this
study, it is necessary to address the Bylaws of the School Groups (1915), the Internal
Isolated Schools (1925) and Education Reform (1916). The expansion of education in
the State, aiming at preparing the individual for the new capitalist social order was the
concern of all governments of the first republic. During this period, the school is
conceived as a privileged scenario of a set of practices aimed at disciplining the
children, to explore, in some respects, the concept of childhood. Over time, this
cocep??o was constructed historically. In addition, the school receives children, which
in the late nineteenth and early twentieth century, are inserted into an educational
process in line with the state, embodied in laws, regulations and school discursive
practices / Esta pesquisa tem como objetivo analisar a concep??o de inf?ncia na dimens?o da
pr?tica pedag?gica, a qual se encontra presente nos regimentos escolares e
historicamente constru?do nas rela??es de poder, durante o per?odo de 1910 a 1930, no
Rio Grande do Norte. Para contextualizar este estudo, se faz necess?rio abordar o
Regimento Interno dos Grupos Escolares (1925), Regimento Interno das Escolas
Isoladas (1925), Regimento Interno das Escolas Rudimentares (1925), Regulamento da
Escola Normal (1922) e a Reforma do Ensino (1916). A amplia??o da educa??o no
Estado, visando preparar o indiv?duo para a nova ordem social capitalista era a
preocupa??o de todos os governos da primeira rep?blica. Nesse per?odo, a institui??o
escolar ? concebida como cen?rio privilegiado de um conjunto de pr?ticas voltadas para
disciplinamento da inf?ncia, tendo em vista explorar, em alguns aspectos a concep??o
de Inf?ncia. Ao longo dos tempos, essa concep??o foi sendo constru?da historicamente.
Paralelamente, a escola recebe as crian?as, as quais, no final do s?culo XIX e in?cio do
s?culo XX, s?o inseridas em um processo educacional em conson?ncia com o Estado,
materializado por meio de leis, regimentos escolares e pr?ticas discursivas
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14553 |
| Date | 10 August 2012 |
| Creators | Rodrigues, Marta Bezerra |
| Contributors | CPF:00555011763, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4797673U6, Paiva, Marl?cia Menezes de, CPF:07108842491, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790180Z4, Nascimento, Jos? Mateus do, CPF:00069278407, http://lattes.cnpq.br/9176401714554967, Menezes, Antonio Bas?lio Novaes Thomas de |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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