Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933)
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/9495 |
Resumo: | In this study, I sought to investigate the dissemination process of teaching Active, through the implementation of Improvement Classes, installed in school groups and in isolated schools in the State of Sergipe, in 1932 and 1933. In the Classes of Improvement were developed the centers of interest, created by Decroly and adopted in the Regulation of 1931. Aligned with Cultural History, the research was based on the concept of school culture, defended by Julia (2001), as the guiding principle for an analysis of the set of teachers practices that incorporate in the Classes in Sergipe. In addition, discussed the pedagogical guidelines through the work of Moura (1931), carried out by teaching inspectors. In the methodology used, of a descriptive historical nature, I searched in documentary sources, such as terms of visit of the inspectors of education, information of the school directors, primary education program, Regulation of February 3, 1931 and notes of the Official Gazette of this research, among other sources, the data needed to answer the research question: how did occured the process of dissemination of Active teaching through the implementation of the Improvement Classes installed in school groups and in isolated schools in the State of Sergipe in the years 1932 and 1933? I noticed that the Classes of Improvement had their proposal presented by Professor José Augusto da Rocha Lima, after a trip to the State of São Paulo in 1931 and were implemented in 32 Classes, in the period of 1932 and 1933, in the capital and in the interior of Sergipe. I also verified that the teachers' choices to direct the Class in the school groups, for the most part, had as criterion the demonstration of “competence” in the development of the method.The purpose of the Improvement Classes was fulfilled insofar as it disseminated the practice of the Intuitive Analytical Asset method with the use of Decroly centers of interest, which can be certified in the practices of teachers in the years 1933 and 1934. |
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Fontes, Juliana SantosSobral, Maria Neide2018-10-31T15:08:14Z2018-10-31T15:08:14Z2018-02-28FONTES, Juliana Santos. Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933). 2018. 144 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2018.http://ri.ufs.br/jspui/handle/riufs/9495In this study, I sought to investigate the dissemination process of teaching Active, through the implementation of Improvement Classes, installed in school groups and in isolated schools in the State of Sergipe, in 1932 and 1933. In the Classes of Improvement were developed the centers of interest, created by Decroly and adopted in the Regulation of 1931. Aligned with Cultural History, the research was based on the concept of school culture, defended by Julia (2001), as the guiding principle for an analysis of the set of teachers practices that incorporate in the Classes in Sergipe. In addition, discussed the pedagogical guidelines through the work of Moura (1931), carried out by teaching inspectors. In the methodology used, of a descriptive historical nature, I searched in documentary sources, such as terms of visit of the inspectors of education, information of the school directors, primary education program, Regulation of February 3, 1931 and notes of the Official Gazette of this research, among other sources, the data needed to answer the research question: how did occured the process of dissemination of Active teaching through the implementation of the Improvement Classes installed in school groups and in isolated schools in the State of Sergipe in the years 1932 and 1933? I noticed that the Classes of Improvement had their proposal presented by Professor José Augusto da Rocha Lima, after a trip to the State of São Paulo in 1931 and were implemented in 32 Classes, in the period of 1932 and 1933, in the capital and in the interior of Sergipe. I also verified that the teachers' choices to direct the Class in the school groups, for the most part, had as criterion the demonstration of “competence” in the development of the method.The purpose of the Improvement Classes was fulfilled insofar as it disseminated the practice of the Intuitive Analytical Asset method with the use of Decroly centers of interest, which can be certified in the practices of teachers in the years 1933 and 1934.Neste estudo, procurei investigar o processo de disseminação do ensino Ativo por meio da implementação das Classes de Aperfeiçoamento, instaladas nos grupos escolares e nas escolas isoladas no Estado de Sergipe, nos anos de 1932 e 1933. Nas Classes de Aperfeiçoamento foram desenvolvidos os centros de interesse, criados por Decroly e adotados no Regulamento de 1931. Alinhado a História Cultural, a investigação fundamentou-se no conceito de cultura escolar, defendido por Julia (2001), como princípio norteador para a análise do conjunto das práticas docentes que incorporadas nas referidas Classes em Sergipe. Além disso, discutiu as orientações pedagógicas a partir da obra de Moura (1931), manual que instruiu o uso dos centros de interesse. Na metodologia utilizada, de natureza histórica descritiva, busquei em fontes documentais, como termos de visita dos inspetores do ensino, relatórios dos diretores escolares, programa para o ensino primário, Regulamento de 03 de fevereiro de 1931 e notas do Diário Oficial dos anos referente a esta investigação, entre outras fontes, os dados necessários para responder a questão de pesquisa: como se deu o processo de disseminação do ensino Ativo por meio da implementação das Classes de Aperfeiçoamento instaladas nos grupos escolares e nas escolas isoladas no Estado de Sergipe, nos anos de 1932 e 1933? Constatei que as Classes de Aperfeiçoamento tiveram sua proposta apresentada pelo professor José Augusto da Rocha Lima, após viagem realizada ao Estado de São Paulo, no ano de 1931 e foram implementadas em 32 Classes, no período de 1932 e 1933, na capital e no interior de Sergipe. Verifiquei ainda que as escolhas das docentes para dirigir a Classe nos grupos escolares, em sua maioria, tiveram como critério a demonstração de “competência” no desenvolvimento do método. O propósito das Classes de Aperfeiçoamento foi cumprido na medida em que difundiu a prática do método Ativo Intuitivo Analítico, com o uso dos centros de interesse de Decroly, o que pode ser certificado nas práticas das docentes nos anos de 1933 e 1934.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESSão Cristóvão, SEporHistória da educaçãoEducação em SergipeMetodologias de ensinoEnsino de primeiro grauPráticas de ensinoPolítica públicaCentros de interesseClasse de aperfeiçoamentoEscolas isoladasGrupos escolaresMétodo ativo intuitivo analíticoCenters of interestImprovement classIsolated schoolsSchool groupsIntuitive analytical active methodCIENCIAS HUMANAS::EDUCACAOClasses de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTJULIANA_SANTOS_FONTES.pdf.txtJULIANA_SANTOS_FONTES.pdf.txtExtracted texttext/plain331889https://ri.ufs.br/jspui/bitstream/riufs/9495/3/JULIANA_SANTOS_FONTES.pdf.txt535794574713f682feb86ed719b7fcabMD53THUMBNAILJULIANA_SANTOS_FONTES.pdf.jpgJULIANA_SANTOS_FONTES.pdf.jpgGenerated Thumbnailimage/jpeg1217https://ri.ufs.br/jspui/bitstream/riufs/9495/4/JULIANA_SANTOS_FONTES.pdf.jpg9916c30286a9f180ab55a21911258ae3MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/9495/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALJULIANA_SANTOS_FONTES.pdfJULIANA_SANTOS_FONTES.pdfapplication/pdf1098301https://ri.ufs.br/jspui/bitstream/riufs/9495/2/JULIANA_SANTOS_FONTES.pdf7e286685eee4ef842ff11b435583f4c0MD52riufs/94952018-10-31 12:08:15.609oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-10-31T15:08:15Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933) |
title |
Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933) |
spellingShingle |
Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933) Fontes, Juliana Santos História da educação Educação em Sergipe Metodologias de ensino Ensino de primeiro grau Práticas de ensino Política pública Centros de interesse Classe de aperfeiçoamento Escolas isoladas Grupos escolares Método ativo intuitivo analítico Centers of interest Improvement class Isolated schools School groups Intuitive analytical active method CIENCIAS HUMANAS::EDUCACAO |
title_short |
Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933) |
title_full |
Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933) |
title_fullStr |
Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933) |
title_full_unstemmed |
Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933) |
title_sort |
Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933) |
author |
Fontes, Juliana Santos |
author_facet |
Fontes, Juliana Santos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Fontes, Juliana Santos |
dc.contributor.advisor1.fl_str_mv |
Sobral, Maria Neide |
contributor_str_mv |
Sobral, Maria Neide |
dc.subject.por.fl_str_mv |
História da educação Educação em Sergipe Metodologias de ensino Ensino de primeiro grau Práticas de ensino Política pública Centros de interesse Classe de aperfeiçoamento Escolas isoladas Grupos escolares Método ativo intuitivo analítico |
topic |
História da educação Educação em Sergipe Metodologias de ensino Ensino de primeiro grau Práticas de ensino Política pública Centros de interesse Classe de aperfeiçoamento Escolas isoladas Grupos escolares Método ativo intuitivo analítico Centers of interest Improvement class Isolated schools School groups Intuitive analytical active method CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Centers of interest Improvement class Isolated schools School groups Intuitive analytical active method |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In this study, I sought to investigate the dissemination process of teaching Active, through the implementation of Improvement Classes, installed in school groups and in isolated schools in the State of Sergipe, in 1932 and 1933. In the Classes of Improvement were developed the centers of interest, created by Decroly and adopted in the Regulation of 1931. Aligned with Cultural History, the research was based on the concept of school culture, defended by Julia (2001), as the guiding principle for an analysis of the set of teachers practices that incorporate in the Classes in Sergipe. In addition, discussed the pedagogical guidelines through the work of Moura (1931), carried out by teaching inspectors. In the methodology used, of a descriptive historical nature, I searched in documentary sources, such as terms of visit of the inspectors of education, information of the school directors, primary education program, Regulation of February 3, 1931 and notes of the Official Gazette of this research, among other sources, the data needed to answer the research question: how did occured the process of dissemination of Active teaching through the implementation of the Improvement Classes installed in school groups and in isolated schools in the State of Sergipe in the years 1932 and 1933? I noticed that the Classes of Improvement had their proposal presented by Professor José Augusto da Rocha Lima, after a trip to the State of São Paulo in 1931 and were implemented in 32 Classes, in the period of 1932 and 1933, in the capital and in the interior of Sergipe. I also verified that the teachers' choices to direct the Class in the school groups, for the most part, had as criterion the demonstration of “competence” in the development of the method.The purpose of the Improvement Classes was fulfilled insofar as it disseminated the practice of the Intuitive Analytical Asset method with the use of Decroly centers of interest, which can be certified in the practices of teachers in the years 1933 and 1934. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-10-31T15:08:14Z |
dc.date.available.fl_str_mv |
2018-10-31T15:08:14Z |
dc.date.issued.fl_str_mv |
2018-02-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
FONTES, Juliana Santos. Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933). 2018. 144 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2018. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/9495 |
identifier_str_mv |
FONTES, Juliana Santos. Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933). 2018. 144 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2018. |
url |
http://ri.ufs.br/jspui/handle/riufs/9495 |
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por |
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Universidade Federal de Sergipe |
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