Histórias da profissão docente no Brasil: “porque no ensino os professores são tudo!” Parahyba do norte. 1835-1885

• Autor(a) principal: Santos, Lays Regina Batista de Macena Martins dos
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/18454
• topic: Profissão docente; Instrução primária; Sujeitos educacionais; Século XIX; Teaching profession; Primary instruction; Educational subjects; XIX Century; Profession d’enseignant; Éducation primaire; Sujets éducatifs; XIXe siècle; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This thesis had analyzed teachers of primary instruction, vital subjects at the institutionalization process of elementary school, and how they had degreed as professorship professions at their profession production, before an institutional degree offered by the Escola Normal. The theorical and methodological support had considered the social history contributions, in special the writing of Edward P. Thompson historian, in a tentative to learn the social process using the experience category in the person collective and particular life, objecting to comprehend the teacher self-made at Paraíba of 1800 had developed by the basic teachers practices at a fight ambient for the subsistence conditioned by the collected salary. The time snip had considered the promulgation of the first law of public instruction in the Parahyba do Norte Province: Lei nº 116 of May 19th, 1835, that had created basic subjects and had conveyed information about the teaching acting at the public elementary school. The final point was at 1885 with the official institutionalization of the Escola Normal at Paraíba, destined to the teacher degree. Beyond understanding the social universe that the primary teaching teachers were inserted, we had searched to analyze how the laws and rules had presented as legal order of teaching profession production concomitant to the institutionalization process of elementary school, by the school form creation in the XIX Century, by the teacher action. The instructional law of calling rescripts, contests and nominations, the reports of Province presidents and of instruction general directors, the crafts and applications destined to the provincial assembly and the epoch journals had composed the documental structure of the project, considering the historical rebuilding of the instruction general process, involving the society. At the sections, we had prioritized to tell the histories by the teachers, considering their lived information about the broached theme at each topic and contemplate the narrative objects in giving voice to the educative subjects and let written in the history of education the workers and intellectual names of the Brazilian education.