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| Author(s): |
Fabiana Garcia Munhoz
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD) |
| Defense date: | 2012-04-24 |
| Examining board members: |
Diana Goncalves Vidal;
Joaquim Antônio de Sousa Pintassilgo;
Alessandra Frota Martinez de Schueler
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| Advisor: | Diana Goncalves Vidal |
| Abstract | |
Who were literacy educators in the nineteenth century in Brazil? How did they become teachers? How did they practice the mastership? From these questions, this study presents possible interpretations about teaching experience at a circumscribed region in the Brazilian imperial government era: the villages (which became towns later in 1842) of Paranaguá and Curitiba in the 5th district of São Paulo Province (renamed Paraná Province in 1853). At a micro-historical perspective, teachers individual paths are analyzed through narratives that seek unseen aspects, in the tapestry of relationships invented by the subjects as a result of their experiences. In order to have access to the heterogeneity of educational practices in the nineteenth-century Brazil, I resort to several kinds of sources: pupils frequency maps, Public Instruction official letters, education legislation, lineage and biography dictionary, towns historical memory books, other official letters and reports, registration of marriage and baptism, inventory and press documents. Narratives constructed from the trajectory of one or two subjects constitute the chapters. I started by taking the series of pupils frequency maps of two literacy educators in Paranaguá as source and object of research for the school writing production analysis. When obeying the task of making and reporting maps, teachers were urged to formulate their own practice, name it, and discern its different dimensions: pedagogical, administrative, and disciplinary. By doing so, they constituted the outlines of the teaching exercise. In the second chapter, fragments of a priest-educator schooling in Paranaguá allowed a better understanding about how school spaces and teaching patterns constituted a way of possible shaping. The presence of a laic religious association was suggested as a possible teachers shaping space in that context. Finally, the third chapter brings the path of a literacy educator with wide circulation in political and administrative areas, whose diverse repertoire allowed monitoring his subject tactics and action strategies. This study helped to delineate the figure of the literacy educator within the heterogeneous educational practices that mark the nineteenth century. (AU) | |
| FAPESP's process: | 09/03785-3 - THE FIRT LETTERS IN THE ESTABLISHMENT OF PARANÁ TEACHING. Profissionalization and teaching practices in the 5th district of the Province of São Paulo/Province of Paraná (1830-1860) |
| Grantee: | Fabiana Garcia Munhoz Abbud |
| Support Opportunities: | Scholarships in Brazil - Master |