A escola mista e a coeducação na década de 1920: expansão, significado e os debates na imprensa periódica

• Autor(a) principal: Soares, Fabiana
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/24479
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; Escola mista; Coeducação; Imprensa periódica; Mixed school; Coeducation; Periodical press

The research proposes to analyze the expansion of mixed schools in São Paulo and Rio de Janeiro during the 1920s, the period of their expansion and of the intensification of the debate about changes in the regime of primary education. The periodical press was a privileged channel in the propagation and specialized discussions on the theme. The newspapers and pedagogical magazines of the period analyzed the publications about the mixed school and coeducation, in a sexist scenario that demarcated different spaces and destinations for men and women, boys and girls. Considering the 1920s a period of important changes, it was necessary to contextualize the conceptions of a new Brazil, an idea that was going through society, the studies of the periodical press and its specificities, the ideals of education after so many social changes and, finally, the publications about mixed schools and the debates about coeducation in the periodical press were verified. The Hemeroteca Digital Brasileira (HDB) was the privileged channel for collecting and systematizing the information. To this end, four terms were used for the survey and data analysis: coeducation, mixed school, mixed schools, and mixed schools. The conclusion is that in a society with patriarchal thoughts, there was an expansion of mixed schools, and this was reported by the press, showing that Public Instruction created mixed schools and increased the number of vacancies, especially for the poorer population. However, the debates about coeducation were little discussed in the periodical press. Chartier clarifies that the printed word can modify individual and social actions and, therefore, it was possible to verify, through the publications, that the press helped to implement a new schooling, of boys and girls in the same space, in a society that always separated roles and destinies of men and women