Full text
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| Author(s): |
Íris Regina Fernandes Moser
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: | 2012-05-31 |
| Examining board members: |
José Sergio Fonseca de Carvalho;
Vanessa Sievers de Almeida;
Julio Roberto Groppa Aquino
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| Advisor: | José Sergio Fonseca de Carvalho |
| Abstract | |
This research studies the progressive loss of the teacher´s authority, focusing on its manifestations throughout the Brazilian educational discourse. Based on the analyses of the articles from the journal Revista Brasileira de Estudos Pedagógicos, published between 1940 and 1960, we investigate the discursive scenario that supported the theories of The New School in Brazil, as well as its contributions to the rise of a new image of the teachers. In this unique context, that lacked a consolidated national education system, the reputation of the old teachers was made compatible with the new demands of the reformed school. Progressively, theories and psychological procedures were incorporated to the discourse, transferring the aim of the studies to the students, proclaiming that teachers should investigate their personalities. The teacher´s role was then reformulated, based on intimate and personal attributes, cultivated by continuous educational training as well as a reflexive attitude towards life. This personal dimension became the heart of education, transforming interiority into the driving force of the work that is carried out. Both the teacher and the students are submitted to new regulations and restraints of a government of interiority, which is capable of transferring to self-control and self-government the institutional authority that was once recognized by its exterior form and had the teacher as its mediator. (AU) | |
| FAPESP's process: | 09/12608-8 - The crisis of authority in education |
| Grantee: | Iris Regina Fernandes Moser |
| Support Opportunities: | Scholarships in Brazil - Master |