Educação da criança à luz da ciência: a contribuição de Helvécio de Andrade, em Sergipe (1911-1935)

• Autor(a) principal: Oliveira, Yolanda Dantas de
• Data de Publicação: 2008
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10703
• topic: Educação da criança; Pedagogia científica; Formação do professor; Andrade, Helvecio de -- Contribuicoes em educacao da crianca; Educacao -- Historia -- Sergipe, SE; Professores -- Formacao profissional; Education for children; Scientific pedagogy; Teacher s training; CNPQ::CIENCIAS HUMANAS::EDUCACAO

In this study, school education for children is examined in the work of Helvécio Ferreira de Andrade, an intellectual, doctor, and educator who had an important participation in debates about the modernization of schools in Sergipe between 1911 and 1935. The hypothesis adopted here is that children s education, in this State, was treated as a specific and scientific issue from the writings of this author that, for being part of the intellectual, medical, and educational scenarios, contributed to putting children s education into the center of the concerns that guided the school modernization project, directly related to the theme of teacher s training. Based on Sartre s understanding about totality , this study tried to understand Helvécio Andrade and his work, analyzing the scientific issues that were highlighted by the author, especially the ones that refer to Psychology, as well as the propositions related to the teacher s role in the primary school. It was verified that the author s proposition, in order to answer the expectation related to school renewal, refers to a kind of Pedagogy of a less rigorous and more attractive character, dedicated to the child s intellectual, moral, and physical education, as well as to the intelligent control of their wishes, under the guidance of sensorial and psychophysical Psychology. As for teacher s training, the author defends theoretical knowledge as a condition for a competent teacher s practice, and at the same time he emphasizes, in his training program, sensorial experience as the basis of knowledge