6 research outputs found
Presiones por la moralidad de los profesores: Brasil, siglos XVIII-XX
Este artículo presenta una investigación histórica sobre la normalización de los comportamientos y de las actitudes demandados a los profesores en su práctica docente en el Brasil del período colonial hasta los años iniciales de la república. Para este análisis se investigaron las prescripciones de conductas elaboradas desde las Reformas Pombalinas de 1759, que instituyen la educación estatal en la entonces América Portuguesa hasta la elaboración de la reforma educacional de 1927, realizada por Francisco Campos en el Estado de Minas Gerais.
El objetivo es discutir el desarrollo de contenido de la apelación a la moralidad de los profesores en una dimensión histórica ensanchada y las tensiones sociales generadas por la expectativa de cumplimiento de las conductas prescriptas. Se tiene como hipótesis que la presión social por la buena conducta moral de los profesores es central en el proceso de profesionalización docente, mas al mismo tiempo es el principal factor de conflictos en la relación con los alumnos, familiares y gestores de la enseñanza, así como de tensiones en el proceso de aceptación social de la profesión. Este estudio fue fundamentado en la proposición teórica del sociólogo Norbert Elias sobre el proceso civilizatorio; en la investigación de documentos, específicamente legislación, informes y oficios del gobierno; y en el análisis de las concepciones de educación y formación moral, desarrolladas por los autores clásicos Immanuel Kant, Adam Smith y Émilie Durkheim. Estos autores enfatizan la importancia de la educación en la socialización y moralización de las nuevas generaciones en contexto histórico de desarrollo de consolidación del entendimiento de la conducta civilizada como la referencia de comportamiento de las sociedades occidentales.This paper reports a historical investigation of the normalization of behaviors and attitudes required from teachers in their teaching practice in Brazil from the Colonial Period to the early years of the Republic. It was based on the behavior guidelines drafted from the Pombalian reforms in 1759, which created state public education in the Portuguese America of the time to the 1927 educational reform promoted by Francisco Campos in the state of Minas Gerais. The goal was to discuss the development of the content of the appeal to the teachers’ morality in a broad historical dimension and the social tensions produced by the expectation of compliance with the prescribed behaviors. The study hypothesis was that the teachers’ good moral behavior was at the core of the teacher professionalization process at the same time that it was a source of conflicts in the teachers’ relations with students, relatives and education administrators, as well as in the social process of acceptance of teaching as a profession. This study was based on Norbert Elias’ civilizing process theoretical framework, on documental investigation, specifically of legislations, reports and government official communications, and the analysis of the conceptions of education and moral education in classical authors such as Immanuel Kant, Adam Smith and Émile Durkheim. These authors emphasize the importance of education in the socialization and moralization of individuals and point out its role in the moral education process of new generations in the historical context of development and consolidation of the view of civilized behavior as a reference of behavior in western societies.Sección: Educación moral y políticas estatales en perspectiva históricaFacultad de Humanidades y Ciencias de la Educació
Presiones por la moralidad de los profesores: Brasil, siglos XVIII-XX
Este artículo presenta una investigación histórica sobre la normalización de los comportamientos y de las actitudes demandados a los profesores en su práctica docente en el Brasil del período colonial hasta los años iniciales de la república. Para este análisis se investigaron las prescripciones de conductas elaboradas desde las Reformas Pombalinas de 1759, que instituyen la educación estatal en la entonces América Portuguesa hasta la elaboración de la reforma educacional de 1927, realizada por Francisco Campos en el Estado de Minas Gerais.
El objetivo es discutir el desarrollo de contenido de la apelación a la moralidad de los profesores en una dimensión histórica ensanchada y las tensiones sociales generadas por la expectativa de cumplimiento de las conductas prescriptas. Se tiene como hipótesis que la presión social por la buena conducta moral de los profesores es central en el proceso de profesionalización docente, mas al mismo tiempo es el principal factor de conflictos en la relación con los alumnos, familiares y gestores de la enseñanza, así como de tensiones en el proceso de aceptación social de la profesión. Este estudio fue fundamentado en la proposición teórica del sociólogo Norbert Elias sobre el proceso civilizatorio; en la investigación de documentos, específicamente legislación, informes y oficios del gobierno; y en el análisis de las concepciones de educación y formación moral, desarrolladas por los autores clásicos Immanuel Kant, Adam Smith y Émilie Durkheim. Estos autores enfatizan la importancia de la educación en la socialización y moralización de las nuevas generaciones en contexto histórico de desarrollo de consolidación del entendimiento de la conducta civilizada como la referencia de comportamiento de las sociedades occidentales.This paper reports a historical investigation of the normalization of behaviors and attitudes required from teachers in their teaching practice in Brazil from the Colonial Period to the early years of the Republic. It was based on the behavior guidelines drafted from the Pombalian reforms in 1759, which created state public education in the Portuguese America of the time to the 1927 educational reform promoted by Francisco Campos in the state of Minas Gerais. The goal was to discuss the development of the content of the appeal to the teachers’ morality in a broad historical dimension and the social tensions produced by the expectation of compliance with the prescribed behaviors. The study hypothesis was that the teachers’ good moral behavior was at the core of the teacher professionalization process at the same time that it was a source of conflicts in the teachers’ relations with students, relatives and education administrators, as well as in the social process of acceptance of teaching as a profession. This study was based on Norbert Elias’ civilizing process theoretical framework, on documental investigation, specifically of legislations, reports and government official communications, and the analysis of the conceptions of education and moral education in classical authors such as Immanuel Kant, Adam Smith and Émile Durkheim. These authors emphasize the importance of education in the socialization and moralization of individuals and point out its role in the moral education process of new generations in the historical context of development and consolidation of the view of civilized behavior as a reference of behavior in western societies.Sección: Educación moral y políticas estatales en perspectiva históricaFacultad de Humanidades y Ciencias de la Educació
Moral e docência feminina na formação do cidadão nas primeiras décadas da República (1889-1920)
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Previous issue date: 2016-11-29CNPq - Conselho Nacional de Desenvolvimento Científico e TecnológicoEsta pesquisa investiga as demandas de moralidade, em relação às professoras da
escola primária em Minas Gerais, no contexto da disseminação do ideário de
formação da nação e do cidadão republicano. O recorte histórico compreende o
contexto de consolidação da feminização do magistério e a organização da escola
republicana entre os anos de 1889 e 1920. O principal objetivo é problematizar como
as demandas morais em relação às professoras constituíram-se, enquanto parte do
processo de elaboração da profissão docente, no contexto de formação das novas
gerações de cidadãos republicanos. A hipótese desta pesquisa considera que a
feminização do magistério e as exigências morais às professoras da escola primária,
se articulam com o propósito de formação do cidadão. Para o melhor entendimento
dessas questões, foram investigadas diferentes fontes documentais, tais como
legislações sobre o tema, regulamentos, relatórios de presidentes do estado, jornais,
anais do Congresso Brasileiro de Instrução Primária e Secundária, correspondências
e os processos administrativos e disciplinares sofridos pelas professoras à época. A
análise documental articulou-se a uma discussão teórica que dialoga com estudos
sobre a primeira república, escola primária, relações de gênero e profissão docente.
A dissertação se organiza em três capítulos que abordam a difusão das ideias de
nacionalismo junto à população, tendo como instrumento a educação escolar e a
atuação docente; os padrões morais exigidos às mulheres e professoras, no
processo de organização da escola e no contexto das transformações sociais do
período; bem como analisa as queixas e os processos administrativos sobre as
professoras, relativos à postura moral, no intuito de refletir sobre como as exigências
daquele contexto influenciavam seu trabalho. Constatou-se a existência de apelos
morais distintos, mas que se complementam, em relação às professoras, seja no
caso do aspecto individual da conduta e do comportamento, seja na dimensão social
de elaboração do pertencimento moral à nação. Assim, o exercício da profissão
docente pelas mulheres era permeado por uma ambiguidade, já que sua função era
acompanhada de grande expectativa social, enquanto era constantemente vigiada e
questionada em relação às suas capacidades morais e intelectuais. As professoras
estiveram no centro do controle exercido pelos gestores públicos. Esse controle
moral foi perpassado por conflituosas relações de poder, tanto por disputas políticas
locais às quais elas, como funcionárias públicas, ficavam sujeitas, como também
pela condição de serem mulheres.This research investigates morality demands made to the female teachers of primary
school in Minas Gerais, on the spread of ideals of nation, and the republican citizen
in Brazil. The historical approach comprises the teaching feminization consolidation
context, and organization of the republican school from 1889 to 1920. The main
objective is to discuss how moral demands on female teachers were formed as part
of the preparation process of teaching profession, in the context of formation of new
generations of Republican citizens. Hypothetically this research considers the
existence of a bond between the feminization of teaching and moral standards
demanded of primary school's teachers, serving the purpose of formation of the
citizen. For better understanding of these issues different documentary sources such
as legislation on the subject, laws and regulations, reports of state presidents,
journals, Brazilian Congress Annals of Primary Education and Secondary,
correspondence and administrative and disciplinary process suffered by teachers at
this time were investigated. The documentary analysis is articulated to theoretical
discussions, in dialogue with studies of the first republic of Brasil, primary school,
gender relations and the teaching profession. This work is organized into three
chapters, that deals with the spread of nationalistic ideas among the population, and
having formal education and teaching practice as a tool; moral standards required of
women and female teachers in the school organization process, in the context of the
social transformations of the period; it reviews complaints and administrative
proceedings to female teachers, on moral standards to promote a reflection on how
the requirements of this context of demands influenced their work. Thus, the exercise
of the teaching profession by women was permeated by an ambiguity, noting its
functions was accompanied by great social expectations, while being constantly
watched and questioned regarding their moral and intellectual capacities. The female
teachers were at the center of social control exercised by public administrators, and
those moral demands were pervaded by relations of conflicting powers, whether by
local political disputes to which they, as public employees, were subject, is the
condition of being women
Presiones por la moralidad de los profesores: Brasil, siglos XVIII-XX
Este artículo presenta una investigación histórica sobre la normalización de los comportamientos y de las actitudes demandados a los profesores en su práctica docente en el Brasil del período colonial hasta los años iniciales de la república. Para este análisis se investigaron las prescripciones de conductas elaboradas desde las Reformas Pombalinas de 1759, que instituyen la educación estatal en la entonces América Portuguesa hasta la elaboración de la reforma educacional de 1927, realizada por Francisco Campos en el Estado de Minas Gerais.
El objetivo es discutir el desarrollo de contenido de la apelación a la moralidad de los profesores en una dimensión histórica ensanchada y las tensiones sociales generadas por la expectativa de cumplimiento de las conductas prescriptas. Se tiene como hipótesis que la presión social por la buena conducta moral de los profesores es central en el proceso de profesionalización docente, mas al mismo tiempo es el principal factor de conflictos en la relación con los alumnos, familiares y gestores de la enseñanza, así como de tensiones en el proceso de aceptación social de la profesión. Este estudio fue fundamentado en la proposición teórica del sociólogo Norbert Elias sobre el proceso civilizatorio; en la investigación de documentos, específicamente legislación, informes y oficios del gobierno; y en el análisis de las concepciones de educación y formación moral, desarrolladas por los autores clásicos Immanuel Kant, Adam Smith y Émilie Durkheim. Estos autores enfatizan la importancia de la educación en la socialización y moralización de las nuevas generaciones en contexto histórico de desarrollo de consolidación del entendimiento de la conducta civilizada como la referencia de comportamiento de las sociedades occidentales.This paper reports a historical investigation of the normalization of behaviors and attitudes required from teachers in their teaching practice in Brazil from the Colonial Period to the early years of the Republic. It was based on the behavior guidelines drafted from the Pombalian reforms in 1759, which created state public education in the Portuguese America of the time to the 1927 educational reform promoted by Francisco Campos in the state of Minas Gerais. The goal was to discuss the development of the content of the appeal to the teachers’ morality in a broad historical dimension and the social tensions produced by the expectation of compliance with the prescribed behaviors. The study hypothesis was that the teachers’ good moral behavior was at the core of the teacher professionalization process at the same time that it was a source of conflicts in the teachers’ relations with students, relatives and education administrators, as well as in the social process of acceptance of teaching as a profession. This study was based on Norbert Elias’ civilizing process theoretical framework, on documental investigation, specifically of legislations, reports and government official communications, and the analysis of the conceptions of education and moral education in classical authors such as Immanuel Kant, Adam Smith and Émile Durkheim. These authors emphasize the importance of education in the socialization and moralization of individuals and point out its role in the moral education process of new generations in the historical context of development and consolidation of the view of civilized behavior as a reference of behavior in western societies.Sección: Educación moral y políticas estatales en perspectiva históricaFacultad de Humanidades y Ciencias de la Educació
Educación moral y políticas estatales en perspectiva histórica: Presiones por la moralidad de los profesores: Brasil, siglos XVIII–XX
This paper reports a historical investigation of the normalization of behaviors and attitudes required from teachers in their teaching practice in Brazil from the Colonial Period to the early years of the Republic. It was based on the behavior guidelines drafted from the Pombalian reforms in 1759, which created state public education in the Portuguese America of the time to the 1927 educational reform promoted by Francisco Campos in the state of Minas Gerais. The goal was to discuss the development of the content of the appeal to the teachers’ morality in a broad historical dimension and the social tensions produced by the expectation of compliance with the prescribed behaviors. The study hypothesis was that the teachers’ good moral behavior was at the core of the teacher professionalization process at the same time that it was a source of conflicts in the teachers’ relations with students, relatives and education administrators, as well as in the social process of acceptance of teaching as a profession. This study was based on Norbert Elias’ civilizing process theoretical framework, on documental investigation, specifically of legislations, reports and government official communications, and the analysis of the conceptions of education and moral education in classical authors such as Immanuel Kant, Adam Smith and Émile Durkheim. These authors emphasize the importance of education in the socialization and moralization of individuals and point out its role in the moral education process of new generations in the historical context of development and consolidation of the view of civilized behavior as a reference of behavior in western societies.Este artículo presenta una investigación histórica sobre la normalización de los comportamientos y de las actitudes demandados a los profesores en su práctica docente en el Brasil del período colonial hasta los años iniciales de la república. Para este análisis se investigaron las prescripciones de conductas elaboradas desde las Reformas Pombalinas de 1759, que instituyen la educación estatal en la entonces América Portuguesa hasta la elaboración de la reforma educacional de 1927, realizada por Francisco Campos en el Estado de Minas Gerais. El objetivo es discutir el desarrollo de contenido de la apelación a la moralidad de los profesores en una dimensión histórica ensanchada y las tensiones sociales generadas por la expectativa de cumplimiento de las conductas prescriptas. Se tiene como hipótesis que la presión social por la buena conducta moral de los profesores es central en el proceso de profesionalización docente, mas al mismo tiempo es el principal factor de conflictos en la relación con los alumnos, familiares y gestores de la enseñanza, así como de tensiones en el proceso de aceptación social de la profesión. Este estudio fue fundamentado en la proposición teórica del sociólogo Norbert Elias sobre el proceso civilizatorio; en la investigación de documentos, específicamente legislación, informes y oficios del gobierno; y en el análisis de las concepciones de educación y formación moral, desarrolladas por los autores clásicos Immanuel Kant, Adam Smith y Émilie Durkheim. Estos autores enfatizan la importancia de la educación en la socialización y moralización de las nuevas generaciones en contexto histórico de desarrollo de consolidación del entendimiento de la conducta civilizada como la referencia de comportamiento de las sociedades occidentales