“Por não saber ler nem escrever”: o que nos revelam os inventários post mortem sobre a educação da mulher oitocentista no Seridó (1870-1880)

• Autor(a) principal: Santos, Gillyane Dantas dos
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/37732
• topic: Seridó; Educação das Mulheres; Educação da Prole

The aim of this study is to highlight the particularities relating to the education of women and orphans in the spatial area of the Seridó, describing typical elements of the lifestyle of backland families. Therefore, highlights relevant aspects of the emergence of the territory we now know for Seridó, highlighting details of social organization, economic and educational region in the late nineteenth century. This description is supported by exploratory survey in inventariais documents of the nineteenth century, more precisely in the period 1870-1880, which are under the custody of the Historical Documentation Laboratory (Labordoc), Higher Education Center Seridó, CERES/UFRN, Caico. Of the exploitation of these documents, in particularly of the information contained in the Autos of accounts, we were able to identify that the vast majority of women of the time they had access to education based on religious precepts and "good manners" and further had fundamentalrole in the education of their children as mothers-educators. We start of the discussion of Muirakytan Macêdo about regional history, embarked paths in order to clarify important aspects of the invasion and settlement of backcountry territory, the main scenario for the development of this research. Regarding the history of education stands out mainly Dermeval Saviani to mediate this discussion. With the aim of understand the aspects about to women and orphans we highlighted as essential reading Mary Del Priore and Muirakytan Macêdo and Maria Marta de Araújo. Still, through the writings of Junia Furtado, deepen studies on the methodological issues necessary for the development of this work. Finally, we highlight the importance of understanding the difference between education and instruction in order to analyze the social role played by the nineteenth-century backwoods woman in its context, valuing education received by this, as well as underlining their social influences within their limitations.