Ser professor de Escolas Rurais no Paraná/BR entre 1915 e 1946

ABSTRACT. This article analyzes the relationship between the organization of the rural school and the teachers in the State of Paraná between 1915 and 1946. The time frame is linked to the educational legislation, being the year 1915, marked by a law of the state of Paraná that brought for the first the name rural school. As a final cut, we define 1946, the year of the implementation of the Organic Law of Primary Education and the Organic Law of Normal Education. The investigation included reports, laws, and decrees, among others, in addition to making use of bibliographies on the subject. When it comes to teachers and their relationship with rural education, the speeches of the time highlighted the importance of the teacher in rural schools, as they assumed all responsibilities for the execution of teaching, being considered the pivot of instruction. However, despite indicating the importance of the teacher, the reports attribute to them the responsibility for the difficulties faced by education, associating, especially, the lack of teacher training, since teachers without training worked, especially in rural schools. In view of this, the State sought alternatives to train teachers, with the installation of rural complementary schools, despite this; we showed that there were few trained teachers who worked in rural education in the period.ABSTRACT. This article analyzes the relationship between the organization of the rural school and the teachers in the State of Paraná between 1915 and 1946. The time frame is linked to the educational legislation, being the year 1915, marked by a law of the state of Paraná that brought for the first the name rural school. As a final cut, we define 1946, the year of the implementation of the Organic Law of Primary Education and the Organic Law of Normal Education. The investigation included reports, laws, and decrees, among others, in addition to making use of bibliographies on the subject. When it comes to teachers and their relationship with rural education, the speeches of the time highlighted the importance of the teacher in rural schools, as they assumed all responsibilities for the execution of teaching, being considered the pivot of instruction. However, despite indicating the importance of the teacher, the reports attribute to them the responsibility for the difficulties faced by education, associating, especially, the lack of teacher training, since teachers without training worked, especially in rural schools. In view of this, the State sought alternatives to train teachers, with the installation of rural complementary schools, despite this; we showed that there were few trained teachers who worked in rural education in the period.RESUMEN. Este artículo analiza la relación entre la organización de la escuela rural y los maestros en el Estado de Paraná entre 1915 y 1946. El marco temporal está ligado a la legislación educativa, siendo el año 1915, marcado por una ley del Estado de Paraná que trajo por primera vez el nombre de escuela rural. Como corte final, definimos 1946, año de la implementación de la Ley Orgánica de Educación Primaria y la Ley Orgánica de Educación Normal. La investigación abarcó informes, leyes, decretos, entre otros, además de hacer uso de bibliografías sobre el tema. En lo que se refiere a los docentes y su relación con la educación rural, los discursos de la época destacaron la importancia del maestro en las escuelas rurales, ya que asumía todas las responsabilidades de la ejecución de la enseñanza, siendo considerado el eje de la instrucción. Sin embargo, a pesar de señalar la importancia del docente, los informes le atribuyen la responsabilidad de las dificultades que enfrenta la educación, asociando, en especial, la falta de formación docente, ya que trabajaban docentes sin formación, sobre todo en las escuelas rurales. Ante ello, el Estado buscó alternativas para la formación de docentes, con la instalación de escuelas complementarias rurales, a pesar de ello, evidenciamos que eran pocos los docentes capacitados que trabajaban en la educación rural en el período.ABSTRACT. This article analyzes the relationship between the organization of the rural school and the teachers in the State of Paraná between 1915 and 1946. The time frame is linked to the educational legislation, being the year 1915, marked by a law of the state of Paraná that brought for the first the name rural school. As a final cut, we define 1946, the year of the implementation of the Organic Law of Primary Education and the Organic Law of Normal Education. The investigation included reports, laws, and decrees, among others, in addition to making use of bibliographies on the subject. When it comes to teachers and their relationship with rural education, the speeches of the time highlighted the importance of the teacher in rural schools, as they assumed all responsibilities for the execution of teaching, being considered the pivot of instruction. However, despite indicating the importance of the teacher, the reports attribute to them the responsibility for the difficulties faced by education, associating, especially, the lack of teacher training, since teachers without training worked, especially in rural schools. In view of this, the State sought alternatives to train teachers, with the installation of rural complementary schools, despite this; we showed that there were few trained teachers who worked in rural education in the period.Este artigo analisa a relação entre a organização da escola rural e os professores no Estado do Paraná entre 1915 e 1946. O recorte temporal está ligado à legislação educacional, sendo o ano de 1915, marcado por uma lei do estado do Paraná que trouxe pela primeira vez a denominação escola rural. Como recorte final definimos 1946, ano da implementação da Lei Orgânica do Ensino Primário e Lei Orgânica do Ensino Normal. A investigação englobou relatórios, leis, decretos, dentre outros, além de fazer uso de bibliografias sobre o tema. Em se tratando dos professores e a relação com a educação rural, os discursos de época destacaram a relevância do professor nas escolas rurais, pois estes assumiam todas as responsabilidades pela execução do ensino, sendo considerados o pivô da instrução. Porém, apesar de indicar a importância do professor, os relatórios atribuem a eles a responsabilidade pelas dificuldades enfrentadas pela educação, associando, especialmente, a falta de formação dos professores, visto que os professores sem formação atuavam, sobretudo nas escolas rurais. Diante disso, o Estado buscou alternativas para formar os professores, com a instalação de escolas complementares rurais, apesar disso, evidenciamos que houve poucos professores formados, que atuaram no ensino rural no período. Palavras-chave: escola rural, formação de professores, estado do Paraná.   Be a teacher of Rural Schools in Paraná/BR between 1915 and 1946 ABSTRACT. This article analyzes the relationship between the organization of the rural school and the teachers in the State of Paraná between 1915 and 1946. The time frame is linked to the educational legislation, being the year 1915, marked by a law of the state of Paraná that brought for the first the name rural school. As a final cut, we define 1946, the year of the implementation of the Organic Law of Primary Education and the Organic Law of Normal Education. The investigation included reports, laws, and decrees, among others, in addition to making use of bibliographies on the subject. When it comes to teachers and their relationship with rural education, the speeches of the time highlighted the importance of the teacher in rural schools, as they assumed all responsibilities for the execution of teaching, being considered the pivot of instruction. However, despite indicating the importance of the teacher, the reports attribute to them the responsibility for the difficulties faced by education, associating, especially, the lack of teacher training, since teachers without training worked, especially in rural schools. In view of this, the State sought alternatives to train teachers, with the installation of rural complementary schools, despite this; we showed that there were few trained teachers who worked in rural education in the period. Keywords: rural school, teacher training, state of Paraná.   Ser profesor de Escuelas Rurales en Paraná/BR entre 1915 y 1946 RESUMEN. Este artículo analiza la relación entre la organización de la escuela rural y los maestros en el Estado de Paraná entre 1915 y 1946. El marco temporal está ligado a la legislación educativa, siendo el año 1915, marcado por una ley del Estado de Paraná que trajo por primera vez el nombre de escuela rural. Como corte final, definimos 1946, año de la implementación de la Ley Orgánica de Educación Primaria y la Ley Orgánica de Educación Normal. La investigación abarcó informes, leyes, decretos, entre otros, además de hacer uso de bibliografías sobre el tema. En lo que se refiere a los docentes y su relación con la educación rural, los discursos de la época destacaron la importancia del maestro en las escuelas rurales, ya que asumía todas las responsabilidades de la ejecución de la enseñanza, siendo considerado el eje de la instrucción. Sin embargo, a pesar de señalar la importancia del docente, los informes le atribuyen la responsabilidad de las dificultades que enfrenta la educación, asociando, en especial, la falta de formación docente, ya que trabajaban docentes sin formación, sobre todo en las escuelas rurales. Ante ello, el Estado buscó alternativas para la formación de docentes, con la instalación de escuelas complementarias rurales, a pesar de ello, evidenciamos que eran pocos los docentes capacitados que trabajaban en la educación rural en el período. Palabras clave: escuela rural, formación de profesores, estado de Paraná

O SISTEMA DE INSPEÇÃO DO ENSINO NA PRIMEIRA METADE DO SÉCULO XX NO PARANÁ

In this article, we investigate the organization of education inspection in Paraná in the first half of the 20th century, because it is relevant to understand the process of organization of education, considering that the inspection intervened in various areas of the school environment, both administrative and pedagogical. The time frame is based on the educational legislation, starting in 1901, in which we have the first legislation from Paraná of the 20th century, focused on education and that continues until the middle of the century, as the last legislation about the inspection was in 1938, remaining in force until after 1950. The sources of analysis were the legislation, reports, newspapers, books, among other documents of the period, considered as primary sources, and bibliographies about the subject. In the text, we emphasize the importance of the teaching inspection in the organization of education and in the implementation of educational legislation, and we investigate the way in which the teaching inspection was organized in the period. From the analysis, we infer that the inspectorate played a fundamental role in the organization of primary education, and for that, the inspection had a complex structure, which was distributed throughout the entire State, in order to supervise and disseminate a teaching model. In addition, the school inspectors acted as intermediaries between schools/teachers and the Government, as it was through their reports that there was the exchange of information between these sectors.En este artículo investigamos la organización de la inspección de la educación en Paraná en la primera mitad del siglo XX, ya que es relevante para comprender el proceso de organización de la educación, considerando que la inspección intervino en diferentes áreas del entorno escolar, tanto administrativo y pedagógico. El marco temporal se basa en la legislación educativa, a partir de 1901, en la que tenemos la primera legislación de Paraná en el siglo XX, centrada en la educación. Y se extiende hasta mediados de siglo, ya que la última legislación en materia de fiscalización fue en 1938, permaneciendo vigente hasta después de 1950. Las fuentes de análisis fueron legislación, informes, periódicos, libros, entre otros documentos de la época, considerados como fuentes primarias, y bibliografías sobre el tema. En el texto, destacamos la importancia de la fiscalización de la docencia en la organización de la educación y en la aplicación de la legislación educativa, e indagamos cómo se organizó la fiscalización de la docencia en el período. Del análisis se infiere que la fiscalía jugó un papel fundamental en la organización de la educación primaria, y para ello, la fiscalización contaba con una estructura compleja, que se distribuía por todo el Estado, con el objetivo de inspeccionar y difundir un modelo de enseñanza. Además, los inspectores escolares actuaron como intermediarios entre las escuelas / maestros y el Gobierno, ya que fue a través de sus informes que hubo un intercambio de información entre estos sectores.Neste artigo investigamos a organização da inspeção do ensino no Paraná na primeira metade do século XX, pois, é pertinente para compreender o processo de organização da educação, considerando que a inspeção intervinha em diversos âmbitos do ambiente escolar, tanto administrativos como pedagógicos. O recorte temporal está baseado na legislação educacional, iniciando em 1901, no qual temos a primeira legislação paranaense do século XX, voltada à educação e vai até a metade do século, pois a última legislação sobre a inspeção foi em 1938, mantendo-se em vigor até depois de 1950. As fontes de análise foram a legislação, relatórios, jornais, livros dentre outros documentos do período, considerados como fontes primárias, e bibliografias sobre o tema. No texto, enfatizamos a importância da inspeção do ensino na organização da educação e na efetivação de legislações educacionais, e investigamos a forma como a inspeção do ensino se organizou no período. A partir da análise inferimos que a inspetoria exercia papel fundamental na organização do ensino primário, e para isso, a inspeção tinha uma estrutura complexa, que se distribuía ao longo de todo o Estado, com intuito de fiscalizar e disseminar um modelo de ensino. Além disso, os inspetores escolares se configuravam em intermediários entre as escolas/professores e o Governo, pois era por meio de seus relatórios que havia a troca de informações entre esses setores

Be a teacher of Rural Schools in Paraná/BR between 1915 and 1946

This article analyzes the relationship between the organization of the rural school and the teachers in the State of Paraná between 1915 and 1946. The time frame is linked to the educational legislation, being the year 1915, marked by a law of the state of Paraná that brought for the first the name rural school. As a final cut, we define 1946, the year of the implementation of the Organic Law of Primary Education and the Organic Law of Normal Education. The investigation included reports, laws, and decrees, among others, in addition to making use of bibliographies on the subject. When it comes to teachers and their relationship with rural education, the speeches of the time highlighted the importance of the teacher in rural schools, as they assumed all responsibilities for the execution of teaching, being considered the pivot of instruction. However, despite indicating the importance of the teacher, the reports attribute to them the responsibility for the difficulties faced by education, associating, especially, the lack of teacher training, since teachers without training worked, especially in rural schools. In view of this, the State sought alternatives to train teachers, with the installation of rural complementary schools, despite this; we showed that there were few trained teachers who worked in rural education in the period

A atuação de Joaquim Silveira da Mota na organização da instrução pública paranaense entre as décadas de 1850-1860

This article aims at investigating the performance of the General Inspector of Public Instruction Joaquim Ignacio Silveira da Mota in the organization of the Public Instruction in Paraná Province in the middle of the nineteenth century. It was intended to explain the life and the outlook of this person, going through the roles he had and the tasks he did, taking as theoretical basis the Gramsci’s intellectual category. To this end, it was studied several primary sources, for example: reports, newspapers, parliamentary speech, educational law and biographical works. It became clear the performance of Joaquim Ignacio Silveira da Mota in the development of the public instruction in Paraná’s Province, by promoting changes in the educational organization, leaving a legacy, and acting as an intellectual developer and broadcaster of the public education of the period.En este artículo se investiga la actuación del inspector general de la instrucción pública Joaquim Ignacio Silveira da Mota, en la organización de la educación de Paraná a mediados del siglo XIX. Tratamos de explicar la vida y los puntos de vista de esa persona, recorriendo los cargos que ocupó y las funciones que desarrolló, tomando como base teórica la categoría de intelectual de Gramsci. Para ello, analizamos diversas fuentes primarias, entre ellas: informes, recortes de periódicos, discursos parlamentarios, legislación educacional y obras memorialistas. Quedó evidente la actuación de Joaquim Ignacio Silveira da Mota en la divulgación de la instrucción pública en la Provincia de Paraná al promover cambios en la organización educacional, dejando un legado, y actuando como un intelectual promotor y difusor de la educación pública de la época.Neste artigo, investigamos a atuação do Inspetor Geral da instrução pública Joaquim Ignacio Silveira da Mota na organização da educação paranaense em meados do século XIX. Tomando como base teórica a categoria de intelectual de Gramsci, buscamos analisar a vida e as visões desse sujeito, percorrendo os cargos que ocupou e as funções que desempenhou. Utilizamos diversas fontes primárias, dentre as quais: relatórios, recortes de jornais, discursos parlamentares, legislação educacional e obras memorialistas. Ao final, ficou evidente que Joaquim Ignacio Silveira da Mota teve ampla atuação na difusão da instrução pública na Província do Paraná. Como intelectual, ele deixou um importante legado, seja porque promoveu e difundiu a educação pública, seja porque promoveu mudanças na organização educacional

Educação primária na província do Paraná entre 1854 a 1871: um breve percurso a partir das fontes da época

This paper is result from a research project, that aimed at classifying the documents related to the education in the period from 1854 to 1871. The contact with the sources of the nineteenth century and with scholars of the period, as Castanha (2007, 2011), Lombardi (2004), Miguel (2000, 2006), Oliveira (1986), (Saviani2006) and others enabled the reflection, even in a previous way, about the development of the primary instruction in Paraná’s province. This way the main purpose of this text is to realize the main problems presented to establish the education in the period, as well as some of the attitudes taken in this period. In order to that, it was set in the text, a short trajectory of the instruction history in Paraná’s province, from 1854 to 1871. The methodology chosen was about reading and interpreting the material considering the context in which it was produced. Among the source used it was highlighted the: Presidents’ and inspectors’ reports, the laws, statutes and also the sources by the period scholars. Considering the importance of the educational laws analysis, it was highlighted through the paper that the focused period was characterized by changes in the national laws, and in the provincial ones, caused by the social and political changes that took at that time. Regarding the instruction in Paraná’s province, it is possible realizing that it experienced a lot of changes during the royal period, one of them, the lots of changes of political parties that changed the education conduct, formulating, reformulating and not implementing the rules, without having a law establishment to assure the public instruction development.Esse artigo é resultado de um projeto de pesquisa, que teve por objetivo realizar a catalogação dos documentos referentes à educação no período de 1854 a 1871. O contato com as fontes do século XIX e com estudiosos do período, como Castanha (2007, 2011), Lombardi (2004), Miguel (2000, 2006), Oliveira (1986) e Saviani (2006), entre outros, permitiu refletir, ainda que de forma preliminar, sobre o desenvolvimento da instrução Primária na Província do Paraná. Assim, temos como objetivo central no presente texto compreender os principais problemas apresentados para organizar a educação no período, bem como algumas das saídas apontadas. Para tanto, traçamos um breve percurso da história da instrução na Província do Paraná, desde 1854 até 1871. A metodologia adotada consistiu na leitura e interpretação das fontes considerando o contexto em que foram produzidas. Dentre as fontes utilizadas, destacamos: relatórios de presidentes, inspetores, leis, decretos, além de estudiosos do período. Considerando a importância da análise das leis educacionais, destacamos ao longo do artigo que o período delimitado foi marcado por modificações nas leis nacionais, e provinciais, gerado pelas mudanças sociais e políticas ocorridas na época. Em relação à instrução na Província do Paraná, percebemos que ela sofreu ao longo do período imperial diversas influências, dentre elas, as muitas mudanças de partidos políticos que alternavam a conduta da educação, formulando, reformulando e não implementando os regulamentos, sem haver uma estabilidade legal para garantir o desenvolvimento da instrução pública

Educação primária na província do Paraná entre 1854 a 1871: um breve percurso a partir das fontes da época

Esse artigo é resultado de um projeto de pesquisa, que teve por objetivo realizar a catalogação dos documentos referentes à educação no período de 1854 a 1871. O contato com as fontes do século XIX e com estudiosos do período, como Castanha (2007, 2011), Lombardi (2004), Miguel (2000, 2006), Oliveira (1986) e Saviani (2006), entre outros, permitiu refletir, ainda que de forma preliminar, sobre o desenvolvimento da instrução Primária na Província do Paraná. Assim, temos como objetivo central no presente texto compreender os principais problemas apresentados para organizar a educação no período, bem como algumas das saídas apontadas. Para tanto, traçamos um breve percurso da história da instrução na Província do Paraná, desde 1854 até 1871. A metodologia adotada consistiu na leitura e interpretação das fontes considerando o contexto em que foram produzidas. Dentre as fontes utilizadas, destacamos: relatórios de presidentes, inspetores, leis, decretos, além de estudiosos do período. Considerando a importância da análise das leis educacionais, destacamos ao longo do artigo que o período delimitado foi marcado por modificações nas leis nacionais, e provinciais, gerado pelas mudanças sociais e políticas ocorridas na época. Em relação à instrução na Província do Paraná, percebemos que ela sofreu ao longo do período imperial diversas influências, dentre elas, as muitas mudanças de partidos políticos que alternavam a conduta da educação, formulando, reformulando e não implementando os regulamentos, sem haver uma estabilidade legal para garantir o desenvolvimento da instrução pública

Joaquim Ignacio Silveira da Mota's performance in the organization of the public instruction in Paraná province from 1850 to 1860

This article aims at investigating the performance of the General Inspector of Public Instruction Joaquim Ignacio Silveira da Mota in the organization of the Public Instruction in Paraná Province in the middle of the nineteenth century. It was intended to explain the life and the outlook of this person, going through the roles he had and the tasks he did, taking as theoretical basis the Gramsci’s intellectual category. To this end, it was studied several primary sources, for example: reports, newspapers, parliamentary speech, educational law and biographical works. It became clear the performance of Joaquim Ignacio Silveira da Mota in the development of the public instruction in Paraná’s Province, by promoting changes in the educational organization, leaving a legacy, and acting as an intellectual developer and broadcaster of the public education of the period