History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970
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Publication Date: | 2012 |
Other Authors: | |
Format: | Article |
Language: | por |
Source: | Teoria e Prática da Educação (Online) |
Download full: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18622 |
Summary: | This article is inserted into the network of academic efforts that has been developing research about educational institutions in Brazil since the 1990s. The intention is to ensure visibility to the history of school education and teacher training institutions, distinguishing the city of Dourados between the years 1940 and 1970. The regional analysis was performed in the light of brazilian economic, political, social and cultural context, consonant with the reflections of Peter Burke (1992) that interprets human actions in the perspective of history, focusing on regional approaches. We also used the interpretative bias offered by recent historiography (English and French) with respect to reading, writing and historical interpretations. The idea was to identify how in different locations or different temporalities the social phenomenon is constructed. Official documents, press editorials, school records, oral testimonies represent some of the sources used. The lack of studies on the educational aspects in the region determined the need to conduct a specific study on the historical dimensions of high school “Escola Normal Instituto Educacional de Dourados”, today named Escola Franciscana Imaculada Conceiçãoestablished in Dourados since 1955. This resulted in the analyzes of the local forms of representation and its location in the boundary area (Brazil-Paraguay), whose scenario involves political history of expansion, and social and identity construction and memory |
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History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970História das instituições formadoras de professores na fronteira Brasil-Paraguai: o caso de Dourados, Mato Grosso (UNO) -1940-1970Brazil-Paraguay borderTeacher trainingRepublicFronteira Brasil-ParaguaiFormação de professoresRepúblicaThis article is inserted into the network of academic efforts that has been developing research about educational institutions in Brazil since the 1990s. The intention is to ensure visibility to the history of school education and teacher training institutions, distinguishing the city of Dourados between the years 1940 and 1970. The regional analysis was performed in the light of brazilian economic, political, social and cultural context, consonant with the reflections of Peter Burke (1992) that interprets human actions in the perspective of history, focusing on regional approaches. We also used the interpretative bias offered by recent historiography (English and French) with respect to reading, writing and historical interpretations. The idea was to identify how in different locations or different temporalities the social phenomenon is constructed. Official documents, press editorials, school records, oral testimonies represent some of the sources used. The lack of studies on the educational aspects in the region determined the need to conduct a specific study on the historical dimensions of high school “Escola Normal Instituto Educacional de Dourados”, today named Escola Franciscana Imaculada Conceiçãoestablished in Dourados since 1955. This resulted in the analyzes of the local forms of representation and its location in the boundary area (Brazil-Paraguay), whose scenario involves political history of expansion, and social and identity construction and memoryEste artigo se inscreve na teia de esforços acadêmicos que vem desenvolvendo pesquisas sobre instituições escolares no Brasil desde os anos de 1990. A intenção é garantir visibilidade à história da educação e às instituições escolares formadoras de professores, com destaque para o município de Dourados entre os anos de 1940 e 1970. A análise regional foi realizada à luz do contexto econômico,político, social e cultural brasileiro, consoante com as reflexões de Peter Burke (1992) que interpreta as ações humanas cotidianas na perspectiva da história total, privilegiando abordagens regionais. Foi utilizado também o viés interpretativo oferecido pela historiografia recente (francesa e inglesa) no que tange a leituras, escritas e interpretações históricas. A ideia foi procurar identificar a forma como em diferentes localidades ou em temporalidades distintas um fenômeno social é construído. Documentos oficiais, editoriais da imprensa, registros escolares, depoimentos orais representam algumas das fontes utilizadas. A carência de trabalhos sobre os aspectos educacionais na região determinou a necessidade de se realizar um estudo específico sobre as dimensões históricas da Escola Normal “Instituto Educacional de Dourados” hoje, Escola Franciscana Imaculada Conceição, a qual encontra-se assentada em Dourados desde 1955. Emergiram daí a análises sobre as formas de representação municipal e sua localização emárea de fronteira (Brasil-Paraguai), cujo cenário envolve história política de expansão, construção social e identitária e memóriaUniversidade Estadual de Maringá2012-09-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1862210.4025/tpe.v15i1.18622Teoria e Prática da Educação; v. 15 n. 1 (2012); 123-1362237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18622/9806Brazil, Maria do CarmoMancini, Ana Paula Gomesinfo:eu-repo/semantics/openAccess2023-01-12T13:54:00Zoai:periodicos.uem.br/ojs:article/18622Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:25.498093Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970 História das instituições formadoras de professores na fronteira Brasil-Paraguai: o caso de Dourados, Mato Grosso (UNO) -1940-1970 |
title |
History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970 |
spellingShingle |
History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970 Brazil, Maria do Carmo Brazil-Paraguay border Teacher training Republic Fronteira Brasil-Paraguai Formação de professores República |
title_short |
History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970 |
title_full |
History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970 |
title_fullStr |
History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970 |
title_full_unstemmed |
History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970 |
title_sort |
History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970 |
author |
Brazil, Maria do Carmo |
author_facet |
Brazil, Maria do Carmo Mancini, Ana Paula Gomes |
author_role |
author |
author2 |
Mancini, Ana Paula Gomes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Brazil, Maria do Carmo Mancini, Ana Paula Gomes |
dc.subject.por.fl_str_mv |
Brazil-Paraguay border Teacher training Republic Fronteira Brasil-Paraguai Formação de professores República |
topic |
Brazil-Paraguay border Teacher training Republic Fronteira Brasil-Paraguai Formação de professores República |
description |
This article is inserted into the network of academic efforts that has been developing research about educational institutions in Brazil since the 1990s. The intention is to ensure visibility to the history of school education and teacher training institutions, distinguishing the city of Dourados between the years 1940 and 1970. The regional analysis was performed in the light of brazilian economic, political, social and cultural context, consonant with the reflections of Peter Burke (1992) that interprets human actions in the perspective of history, focusing on regional approaches. We also used the interpretative bias offered by recent historiography (English and French) with respect to reading, writing and historical interpretations. The idea was to identify how in different locations or different temporalities the social phenomenon is constructed. Official documents, press editorials, school records, oral testimonies represent some of the sources used. The lack of studies on the educational aspects in the region determined the need to conduct a specific study on the historical dimensions of high school “Escola Normal Instituto Educacional de Dourados”, today named Escola Franciscana Imaculada Conceiçãoestablished in Dourados since 1955. This resulted in the analyzes of the local forms of representation and its location in the boundary area (Brazil-Paraguay), whose scenario involves political history of expansion, and social and identity construction and memory |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-09-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18622 10.4025/tpe.v15i1.18622 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18622 |
identifier_str_mv |
10.4025/tpe.v15i1.18622 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18622/9806 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 15 n. 1 (2012); 123-136 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
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1792207156534050816 |