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)

Submitted by Izabela Soares ([email protected]) on 2019-10-10T18:06:02Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: cfd6801dba008cb6adbd9838b81582ab (MD5) DISSERTAÇÃO TALITA BARCELOS VERSÃO FINAL.pdf: 808846 bytes, checksum: 1adefaa360ddda5a18824882806c6686 (MD5)Approved for entry into archive by Izabel Miranda ([email protected]) on 2019-10-31T20:24:58Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: cfd6801dba008cb6adbd9838b81582ab (MD5) DISSERTAÇÃO TALITA BARCELOS VERSÃO FINAL.pdf: 808846 bytes, checksum: 1adefaa360ddda5a18824882806c6686 (MD5)Made available in DSpace on 2019-11-01T19:48:44Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: cfd6801dba008cb6adbd9838b81582ab (MD5) DISSERTAÇÃO TALITA BARCELOS VERSÃO FINAL.pdf: 808846 bytes, checksum: 1adefaa360ddda5a18824882806c6686 (MD5) 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