Ilustrações de cartilhas escolares na Primeira República (1889-1930) : a historiografia da educação no Espírito Santo por entre traços e espaços em branco

• Autor(a) principal: Carlos, Valter Natal Valim
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/2458
• topic: Illustration; Textbook; First Republic; Ilustração; Primeira República; Educação; Cartilhas; Cartilhas - Ilustrações; Ensino primário - Espírito Santo (Estado) - História; Brasil - História - República Velha, 1889-1930; 37

This study aimed to investigate meanings of the illustrations contained in textbooks used in primary education in Espírito Santo, during the First Republic. Given this time frame, we attempted to take both capixaba educational reformations: Gomes Cardim Reformation (1908-1909) and the Atilio Vivacqua Reformation (1928-1930), as benchmarks in our investigation. Based on an analysis of these illustrations on the set of political, educational, cultural and aesthetic projects that permeated the school in Espírito Santo, we tried to map the landscape that contextualized the production of these illustrations, in the social, political, economic, cultural and educational realms, seeking to understand their power relations and possible tensions; investigating whether the illustrations were related to the teaching methods proposed in the textbooks, and trying to establish and understand the presence or absence of that relationship in the pedagogical practices proposed for the capixaba primary education in this period, as well as check what the possible impacts and outcomes of Educational Reforms occurred in the First Republic, in Espírito Santo on the illustrations in textbooks were, trying to identify them. For this historiographical research, our theoretical and methodological anchoring is based on dialogues with Marc Bloch, in his historical perspective, where we seek understanding of the historian's craft, so that in favoring the multiplicity of sources, we attempt to bend them in order to achieve their historical testimony; in Ginzburg, we build foundations that allowed us to take the evidential method as a research tool, as well as his reflections on the morphology of images, through the Morellian method and its approach to the Warburgian theories, which supported with the historical approach and the "reading" of iconographic sources; Finally, in Benjamin, we tried to understand the context of production of illustrations, which, belonging to the domain of the language of art, in its various forms of expression, encompasses perceptions of the world, and its historical moment. Thus, historically, analyzing the illustrations in textbooks, we realize that they constitute as evidence that give away hints of educational proposals, methodological trends and public policies, about the space and time of its production, circulation and use. We therefore conclude that the illustrations have the narrative power of a school culture, as they represent words, texts and themes, therefore, holding values, senses and meanings. Therefore, as cultural objects, provide information, which record cultural and school views of their times besides the elements meant to develop reading and writing skills. In view of this, we conclude that the illustrations and their meanings, which are assigned over the course of time in school spaces, are constituted as possibilities that allow for historiographical narratives.