Uma história de instituições escolares e formação de professoras no Cariri (1923 a 1960): o Colégio Santa Teresa de Jesus e a Escola Normal Rural de Juazeiro do Norte em perspectiva histórico-comparada

• Autor(a) principal: Lopes, Tânia Maria Rodrigues
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/14360
• topic: Professores de ensino primário – Formação – Cariri(CE:Microrregião) – 1923-1960; Ensino normal – Cariri(CE:Microrregião) – 1923 – 1960; Educação rural – Cariri(CE:Microrregião)–1923-1960; Normal teaching; Education Institution; Secular and denominational educatio – Cariri (Ceará)

This study aims to understand the political principles and pedagogical concepts that guided the training of teachers to public primary education in the period 1923-1960, in Cariri (Ceará), by means of analyzing two important educational institutions in that region: 1) St. Teresa of Jesus College (STJC), located in the city of Crato; 2) Rural Normal School of Juazeiro do Norte (RNSJN). Research has comparative perspective and qualitative nature, based on survey historical documents and collecting interviews about life, education and work from sixteen former students of these two institutions, with the main objective to compare and relate political and pedagogical conceptions that based the training of teachers in Normal and Rural Normal courses developed by these educational institutions established in Cariri. This study was supported by studies and reflections of Della Cava (1976), Cortez (2000), Santos (2010), Cavalcante (2000) among others, understanding the specificity of local context as well as political tensions involving the two most important cities of Cariri. Among the studies on the history of RNSJN, we focus on theses of Araújo (2006) and Barros (2011); dissertations of Nogueira (2008), Silva (2010) and Varela (2012); and the first monograph written in RNSJN developed by Sousa (1994), entitled “Rural Normal School of Juazeiro do Norte: a pioneering experience”, published by IPESC. The search for historiographical sources on the STJC showed few studies that address in a simplified manner experiences of first training center for teachers, as stated by Santos (2010), Cortez (2000) and Queiroz (2008, 2011, 2012, 2013). As a result, the thesis points out the following aspects: 1) the two institutions were inspired by similar experiences in mainstream education coming from their heads, when they were students of denominational schools in Fortaleza, guided by the Ceará Normal School – that served as reference to organization of first two institutions created in the countryside of Ceará to train the first teachers of that region; 2) in the memories of its former students, both institutions have left deep feelings, considering educational and training experiences with quality, diversity and the growth of professional possibilities in a favorable atmosphere in the middle of historical competition between Juazeiro do Norte and Crato; 3) normal school in Cariri was constituted following national standards to educational and institutional framework, which reveals the social value of this institution in order to overcome, at least in part, social inequalities, creating opportunities to educate women and training them as teachers to promote the growth of educational need to that region; 4) the different conditions of development between the capital and the countryside of Ceará in this period, in relation to their processes of administrative structure and available resources, showing serious fragilities, especially regarding to obstacles to organize those educational institutions for teacher training; 5) the pioneering leadership of the heads of STJC and RNSJN, supported by figures of political and cultural elite of the two cities, to organize the two educational institutions providing conditions to ensure the desired educational service to their localities, knowing that this organization was based on a set of norms and rules, in order to regulate the need to public national education, the establishment and operation of educational institutions, adopting pedagogical principles and educational practices of successful experiences looking for good results to the required modernization in Brazil in the 1930s. At last, we found that the educational and cultural influences received by both educational institutions was based in models of national and international context of secular and denominational content being adapted to promote education and training to women in Cariri.