Os Projetos de Escolas Domésticas no Antigo Mato Grosso: Em Questão a Construção das Disposições Femininas (1940– 1970)

• Autor(a) principal: Silva, Loren Katiuscia Paiva da
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/4694
• topic: História da Educação; Educação Feminina; Sociologia da Educação; Gênero e Educação; Projetos Educacionais; Ensino Doméstico; Estudos de Gênero

The research object of this thesis is the Domestic School projects in the former state of Mato Grosso. Our goal is to understand how the dispositions of the gender habitus were established between 1940 and 1970 based on the teachings of the Domestic School projects. This research is linked to the Research Line – Education, Culture, Society, of the Graduate Program in Education of the School of Education, of the Federal University of Mato Grosso do Sul and encompasses the history, historiography, and sociology of education aiming to approach the structures managed and produced from the Domestic School projects. The following institutions were investigated: Escola Doméstica Nossa Senhora Auxiliadora, Escola Doméstica Roberto Simonsen, in the city of Campo Grande, Escola Doméstica Maria Auxiliadora, Escola Doméstica Dona Júlia, in the city of Cuiabá, and Escola Doméstica Imaculada Conceição, in the city of Corumbá. For such purpose, the following research sources were used: educational legislation of the time, newspapers and maganizes in circulation in the former Mato Grosso, memories written by former students who passed through these institutions. Secondary sources were also consulted as complement, as well as the academic production addressing the Domestic Schools in the former Mato Grosso. The theoretical support for our analysis is based on the studies by Pierre Bourdieu and his interlocutors. To approach the questions raised herein, a systematic review was carried out for the object in question, as well as theoretical deepening. To this end, the concepts of field, strategies, and habitus were addressed. The results indicate that the investigated projects have common principles based on Domestic Schools, since their main principle was to provide education for girls who could not afford to pay for their studies and to insert them in functions that were historically imposed by a patriarchal society. Moreover, the courses of dressmaking, sewing, and poetry readings provided a manner of being women through the practices proposed by the institution. Such practices were thought based on a gender habitus that shaped the women of the region and of the society, since the woman's role was to raise, educate, and care.