Schools, teachers and rustics: exercise for a historical decentering
Autor(a) principal: | |
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Data de Publicação: | 2005 |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/27966 |
Resumo: | With the purpose of drawing a historical picture of the education and action of teachers in the State of São Paulo countryside, this article sketches what we have called a "rustic" (Mathematical) Education, making use of an adjective already in use in Sociology. The term 'decentering', borrowed from Hall (2004), is used here to intensify a feature of the present study, namely, its intention of freeing itself from the more usual approaches, both in the History of Education and in the History of Mathematical Education, which take as their point of departure the big centers and 'classical' institutes of education (for instance, the Faculties of Philosophy), neglecting a plurality of aspects that, we believe, are essential to understand more widely and globally certain educational practices. To realize such intention we start from a characterization of the rural education system, and then situate the movement of expansion of the secondary education, whose apex takes place in the 1950s with the construction of schools and the need to train teachers to work in them. Although the region around Bauru (SP) is the focus here, it can be seen that the understanding emerged here can characterize other contexts. Finally, we discuss the Nova Alta Paulista, a region of more recent occupation, thereby configuring a movement of exchange between the State's older regions on one side, with their well-established institutions, and the 'new' regions on the other, allowing a glimpse of a kind of extended concept of colonization, now applied to the educational context. |
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Schools, teachers and rustics: exercise for a historical decentering Escolas, professores e caipiras: exercício para um descentramento histórico Formação de professoresEscola ruralDescentramentoHistóriaTeacher educationRural schoolDecenteringHistory With the purpose of drawing a historical picture of the education and action of teachers in the State of São Paulo countryside, this article sketches what we have called a "rustic" (Mathematical) Education, making use of an adjective already in use in Sociology. The term 'decentering', borrowed from Hall (2004), is used here to intensify a feature of the present study, namely, its intention of freeing itself from the more usual approaches, both in the History of Education and in the History of Mathematical Education, which take as their point of departure the big centers and 'classical' institutes of education (for instance, the Faculties of Philosophy), neglecting a plurality of aspects that, we believe, are essential to understand more widely and globally certain educational practices. To realize such intention we start from a characterization of the rural education system, and then situate the movement of expansion of the secondary education, whose apex takes place in the 1950s with the construction of schools and the need to train teachers to work in them. Although the region around Bauru (SP) is the focus here, it can be seen that the understanding emerged here can characterize other contexts. Finally, we discuss the Nova Alta Paulista, a region of more recent occupation, thereby configuring a movement of exchange between the State's older regions on one side, with their well-established institutions, and the 'new' regions on the other, allowing a glimpse of a kind of extended concept of colonization, now applied to the educational context. Com a intenção de constituir um cenário histórico para a formação e atuação de professores no interior do estado de São Paulo, este artigo esboça o que chamamos de Educação (Matemática) "caipira", aproveitando uma adjetivação já consagrada pela Sociologia. O termo "descentramento", emprestado de Hall (2004), serve, aqui, para intensificar uma característica deste estudo, a saber, a pretensão de dissociar-se das abordagens mais freqüentes, tanto na História da Educação quanto na História da Educação Matemática, que tomam como ponto de partida os grandes centros e as instituições formadoras "clássicas" (como as Faculdades de Filosofia), negligenciando uma pluralidade de aspectos que, segundo cremos, é essencial para se compreender, mais ampla e globalmente, certas práticas educativas. Para efetivar tal intenção, partimos de uma caracterização do sistema educacional rural para, em seguida, situar o movimento de ampliação do ensino secundário, cuja ênfase determinante ocorre na década de 1950 com a construção de escolas e a necessidade de formar professores que nelas atuassem. Embora focando, nesses dois aspectos, a região de Bauru (SP), percebe-se que as compreensões que daí surgem podem caracterizar outros contextos. Finalmente, discutimos a Nova Alta Paulista, região de colonização mais recente, com o que se configura um movimento de intercâmbio entre, de um lado, as regiões mais velhas do estado e suas instituições já bem estabelecidas e, por outro, as regiões "novas", com o que uma espécie da ampliação do conceito de colonização, agora aplicada ao contexto educacional, pode ser vislumbrada. Universidade de São Paulo. Faculdade de Educação2005-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2796610.1590/S1517-97022005000100009Educação e Pesquisa; v. 31 n. 1 (2005); 121-136Educação e Pesquisa; Vol. 31 No. 1 (2005); 121-136Educação e Pesquisa; Vol. 31 Núm. 1 (2005); 121-1361678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/27966/29739https://www.revistas.usp.br/ep/article/view/27966/29740Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessGarnica, Antonio Vicente Marafioti2014-10-24T15:41:52Zoai:revistas.usp.br:article/27966Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:41:52Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Schools, teachers and rustics: exercise for a historical decentering Escolas, professores e caipiras: exercício para um descentramento histórico |
title |
Schools, teachers and rustics: exercise for a historical decentering |
spellingShingle |
Schools, teachers and rustics: exercise for a historical decentering Garnica, Antonio Vicente Marafioti Formação de professores Escola rural Descentramento História Teacher education Rural school Decentering History |
title_short |
Schools, teachers and rustics: exercise for a historical decentering |
title_full |
Schools, teachers and rustics: exercise for a historical decentering |
title_fullStr |
Schools, teachers and rustics: exercise for a historical decentering |
title_full_unstemmed |
Schools, teachers and rustics: exercise for a historical decentering |
title_sort |
Schools, teachers and rustics: exercise for a historical decentering |
author |
Garnica, Antonio Vicente Marafioti |
author_facet |
Garnica, Antonio Vicente Marafioti |
author_role |
author |
dc.contributor.author.fl_str_mv |
Garnica, Antonio Vicente Marafioti |
dc.subject.por.fl_str_mv |
Formação de professores Escola rural Descentramento História Teacher education Rural school Decentering History |
topic |
Formação de professores Escola rural Descentramento História Teacher education Rural school Decentering History |
description |
With the purpose of drawing a historical picture of the education and action of teachers in the State of São Paulo countryside, this article sketches what we have called a "rustic" (Mathematical) Education, making use of an adjective already in use in Sociology. The term 'decentering', borrowed from Hall (2004), is used here to intensify a feature of the present study, namely, its intention of freeing itself from the more usual approaches, both in the History of Education and in the History of Mathematical Education, which take as their point of departure the big centers and 'classical' institutes of education (for instance, the Faculties of Philosophy), neglecting a plurality of aspects that, we believe, are essential to understand more widely and globally certain educational practices. To realize such intention we start from a characterization of the rural education system, and then situate the movement of expansion of the secondary education, whose apex takes place in the 1950s with the construction of schools and the need to train teachers to work in them. Although the region around Bauru (SP) is the focus here, it can be seen that the understanding emerged here can characterize other contexts. Finally, we discuss the Nova Alta Paulista, a region of more recent occupation, thereby configuring a movement of exchange between the State's older regions on one side, with their well-established institutions, and the 'new' regions on the other, allowing a glimpse of a kind of extended concept of colonization, now applied to the educational context. |
publishDate |
2005 |
dc.date.none.fl_str_mv |
2005-03-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/27966 10.1590/S1517-97022005000100009 |
url |
https://www.revistas.usp.br/ep/article/view/27966 |
identifier_str_mv |
10.1590/S1517-97022005000100009 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/27966/29739 https://www.revistas.usp.br/ep/article/view/27966/29740 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 31 n. 1 (2005); 121-136 Educação e Pesquisa; Vol. 31 No. 1 (2005); 121-136 Educação e Pesquisa; Vol. 31 Núm. 1 (2005); 121-136 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713810731106304 |