The regulation of education in the First Republic
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Data de Publicação: | 2018 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/168 |
Resumo: | During the First Republic period, many were the political, economic and social transformations experienced by Brasil and, consequently, by the state of Rio Grande do Norte. At the moment, the public education will also undergo profound changes in its structure, these begin with the reforms foreseen by the Educational Legislation. Thus, this article aims to analyze the Educational Legislation to understand the State's performance in the construction of school culture through the regulation of teaching in the period from 1989 to 1930. For the accomplishment of this research, the method of analysis Based on the document design provided by Jacques Le Goff (1990). For this, in relation to historical sources, this Research is based on the legislative production of the state of Rio Grande do Norte, regarding public education. In studying the history of education, Stamatto (2012) conceives the importance of legislation as a historical source, because these documents allow the understanding of the implementation and changes in educational policies. Legislation consolidates, according to Thompson (1987), as an important instrument of mediation and reinforcement of class relations, while at the same time acting ideologically as legitimating these relations. In the legislation are the pretensions regarding the constitution of the own society and its institutions, through a complex and contradictory relation. The first Potiguar educational law of the Republican era was sanctioned on May 6, 1892, from then on, many governmental interventions in teaching ensued. These documents addressed several themes, such as: hierarchization / organization of teaching; The teaching material to be used; Construction of school buildings; Hygiene; The curriculum grid; Inspection; The creation of School Groups; Among other determinations. Finally, based on the study carried out, it can be stated that the State acted decisively in the regulation of public education, in order to consolidate the school culture in Rio Grande do Norte, in accordance with the models proposed by Julia (2001). |
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The regulation of education in the First RepublicLa reglamentación de la enseñanza en la Primera RepúblicaA regulamentação do ensino na Primeira RepúblicaEducational LegislationPublic InstructionRio Grande do Norte.Legislação EducacionalInstrução PúblicaRio Grande do Norte.Legislación EducativaInstrucción PúblicaRío Grande del Norte.During the First Republic period, many were the political, economic and social transformations experienced by Brasil and, consequently, by the state of Rio Grande do Norte. At the moment, the public education will also undergo profound changes in its structure, these begin with the reforms foreseen by the Educational Legislation. Thus, this article aims to analyze the Educational Legislation to understand the State's performance in the construction of school culture through the regulation of teaching in the period from 1989 to 1930. For the accomplishment of this research, the method of analysis Based on the document design provided by Jacques Le Goff (1990). For this, in relation to historical sources, this Research is based on the legislative production of the state of Rio Grande do Norte, regarding public education. In studying the history of education, Stamatto (2012) conceives the importance of legislation as a historical source, because these documents allow the understanding of the implementation and changes in educational policies. Legislation consolidates, according to Thompson (1987), as an important instrument of mediation and reinforcement of class relations, while at the same time acting ideologically as legitimating these relations. In the legislation are the pretensions regarding the constitution of the own society and its institutions, through a complex and contradictory relation. The first Potiguar educational law of the Republican era was sanctioned on May 6, 1892, from then on, many governmental interventions in teaching ensued. These documents addressed several themes, such as: hierarchization / organization of teaching; The teaching material to be used; Construction of school buildings; Hygiene; The curriculum grid; Inspection; The creation of School Groups; Among other determinations. Finally, based on the study carried out, it can be stated that the State acted decisively in the regulation of public education, in order to consolidate the school culture in Rio Grande do Norte, in accordance with the models proposed by Julia (2001).Durante el período de la Primera República, muchas fueron las transformaciones políticas, económicas y sociales vivenciadas por Brasil y, consecuentemente, por el estado de Rio Grande do Norte. En este momento, también la instrucción pública sufrirá profundos cambios en su estructura, éstas comienzan a partir de las reformas previstas por la Legislación Educacional. Así, este artículo tiene por objetivo analizar la Legislación Educativa para entender la actuación del Estado en la construcción de la cultura escolar a través de la reglamentación de la enseñanza en el período que comprende los años 1989 a 1930. Para la realización de esta investigación, se adoptó el método de análisis documental, sobre la base del diseño del documento proporcionado por Jacques Le Goff (1990). Para ello, con relación a las fuentes históricas, esta investigación se pauta en la producción legislativa del estado de Rio Grande do Norte, en lo que se refiere a la instrucción pública. Al estudiar la Historia de la Educación, Stamatto (2012) concibe la importancia de la legislación como fuente histórica, por estos documentos permitir la comprensión de la implantación y de las modificaciones de las políticas educativas. La legislación se consolida, según Thompson (1987), como un importante instrumento de mediación y refuerzo de las relaciones de clase, al mismo tiempo que actúa ideológicamente como legitimadora de esas relaciones. En la legislación se encuentran las pretensiones referentes a la constitución de la propia sociedad y sus instituciones, a través de una relación compleja y contradictoria. La primera ley educativa potiguar de la era republicana fue sancionada el 6 de mayo de 1892, de ahí en adelante, muchas fueron las intervenciones gubernamentales en la enseñanza que siguieron. Estos documentos abordaban diversas temáticas, tales como: la jerarquización / organización de la enseñanza; el material didáctico a ser utilizado; la construcción de los edificios escolares; la higienización; el currículo; la inspección; la creación de Grupos Escolares; entre otras determinaciones. Por último, con base en el estudio realizado, se puede afirmar que el Estado actuó decisivamente en la reglamentación de la instrucción pública, para consolidar la cultura escolar en Rio Grande do Norte, de conformidad con los moldes propuestos por Julia (2001).Durante o período da Primeira República, muitas foram as transformações políticas, econômicas e sociais vivenciadas pelo Brasil e, consequentemente, pelo estado do Rio Grande do Norte. Neste momento, também a instrução pública sofrerá profundas alterações em sua estrutura, estas têm início a partir das reformas previstas pela Legislação Educacional. Assim, este artigo tem por objetivo analisar a Legislação Educacional para entender a atuação do Estado na construção da cultura escolar através da regulamentação do ensino no período que compreende os anos de 1989 a 1930. Para a realização desta pesquisa, foi adotado o método de análise documental, com base na concepção de documento fornecida por Jacques Le Goff (1990). Para tanto, com relação às fontes históricas, esta pesquisa pauta-se na produção legislativa do estado do Rio Grande do Norte, no tocante à instrução pública. Ao estudar a História da Educação, Stamatto (2012) concebe a importância da legislação enquanto fonte histórica, por estes documentos permitirem a compreensão da implantação e das modificações das políticas educacionais. A legislação se consolida, segundo Thompson (1987), como um importante instrumento de mediação e reforço das relações de classe, ao mesmo tempo em que atua ideologicamente como legitimadora dessas relações. Na legislação encontram-se as pretensões referentes à constituição da própria sociedade e suas instituições, através de uma relação complexa e contraditória. A primeira lei educacional potiguar da era republicana foi sancionada em seis de maio de 1892, daí por diante, muitas foram as intervenções governamentais no ensino que se seguiram. Estes documentos abordavam diversas temáticas, tais como: a hierarquização/organização do ensino; o material didático a ser utilizado; a construção dos edifícios escolares; a higienização; a grade curricular; a inspeção; a criação de Grupos Escolares; dentre outras determinações. Por fim, com base no estudo realizado, pode-se afirmar que o Estado atuou decisivamente na regulamentação da instrução pública, de modo a consolidar a cultura escolar no Rio Grande do Norte, em conformidade com os moldes propostos por Julia (2001).Research, Society and Development2018-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/16810.17648/rsd-v7i1.92Research, Society and Development; Vol. 7 No. 1; e17196Research, Society and Development; Vol. 7 Núm. 1; e17196Research, Society and Development; v. 7 n. 1; e171962525-340910.17648/rsd-v7i1reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/168/149Copyright (c) 2017 Anna Gabriella de Souza Cordeiro, Maria Inês Sucupira Stamattoinfo:eu-repo/semantics/openAccessCordeiro, Anna Gabriella de SouzaStamatto, Maria Inês Sucupira2019-01-22T01:11:25Zoai:ojs.pkp.sfu.ca:article/168Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:25:49.226623Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The regulation of education in the First Republic La reglamentación de la enseñanza en la Primera República A regulamentação do ensino na Primeira República |
title |
The regulation of education in the First Republic |
spellingShingle |
The regulation of education in the First Republic Cordeiro, Anna Gabriella de Souza Educational Legislation Public Instruction Rio Grande do Norte. Legislação Educacional Instrução Pública Rio Grande do Norte. Legislación Educativa Instrucción Pública Río Grande del Norte. |
title_short |
The regulation of education in the First Republic |
title_full |
The regulation of education in the First Republic |
title_fullStr |
The regulation of education in the First Republic |
title_full_unstemmed |
The regulation of education in the First Republic |
title_sort |
The regulation of education in the First Republic |
author |
Cordeiro, Anna Gabriella de Souza |
author_facet |
Cordeiro, Anna Gabriella de Souza Stamatto, Maria Inês Sucupira |
author_role |
author |
author2 |
Stamatto, Maria Inês Sucupira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Cordeiro, Anna Gabriella de Souza Stamatto, Maria Inês Sucupira |
dc.subject.por.fl_str_mv |
Educational Legislation Public Instruction Rio Grande do Norte. Legislação Educacional Instrução Pública Rio Grande do Norte. Legislación Educativa Instrucción Pública Río Grande del Norte. |
topic |
Educational Legislation Public Instruction Rio Grande do Norte. Legislação Educacional Instrução Pública Rio Grande do Norte. Legislación Educativa Instrucción Pública Río Grande del Norte. |
description |
During the First Republic period, many were the political, economic and social transformations experienced by Brasil and, consequently, by the state of Rio Grande do Norte. At the moment, the public education will also undergo profound changes in its structure, these begin with the reforms foreseen by the Educational Legislation. Thus, this article aims to analyze the Educational Legislation to understand the State's performance in the construction of school culture through the regulation of teaching in the period from 1989 to 1930. For the accomplishment of this research, the method of analysis Based on the document design provided by Jacques Le Goff (1990). For this, in relation to historical sources, this Research is based on the legislative production of the state of Rio Grande do Norte, regarding public education. In studying the history of education, Stamatto (2012) conceives the importance of legislation as a historical source, because these documents allow the understanding of the implementation and changes in educational policies. Legislation consolidates, according to Thompson (1987), as an important instrument of mediation and reinforcement of class relations, while at the same time acting ideologically as legitimating these relations. In the legislation are the pretensions regarding the constitution of the own society and its institutions, through a complex and contradictory relation. The first Potiguar educational law of the Republican era was sanctioned on May 6, 1892, from then on, many governmental interventions in teaching ensued. These documents addressed several themes, such as: hierarchization / organization of teaching; The teaching material to be used; Construction of school buildings; Hygiene; The curriculum grid; Inspection; The creation of School Groups; Among other determinations. Finally, based on the study carried out, it can be stated that the State acted decisively in the regulation of public education, in order to consolidate the school culture in Rio Grande do Norte, in accordance with the models proposed by Julia (2001). |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://rsdjournal.org/index.php/rsd/article/view/168 10.17648/rsd-v7i1.92 |
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https://rsdjournal.org/index.php/rsd/article/view/168 |
identifier_str_mv |
10.17648/rsd-v7i1.92 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/168/149 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Anna Gabriella de Souza Cordeiro, Maria Inês Sucupira Stamatto info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Anna Gabriella de Souza Cordeiro, Maria Inês Sucupira Stamatto |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 7 No. 1; e17196 Research, Society and Development; Vol. 7 Núm. 1; e17196 Research, Society and Development; v. 7 n. 1; e17196 2525-3409 10.17648/rsd-v7i1 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
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Universidade Federal de Itajubá (UNIFEI) |
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UNIFEI |
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UNIFEI |
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Research, Society and Development |
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Research, Society and Development |
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Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
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rsd.articles@gmail.com |
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1797052776132378624 |