Complementary schools: a new school model for teacher training in the region of Contestado (1928-1938)
Journal Title: Práxis Educativa - Year 2018, Vol 13, Issue 3
Abstract
Complementary Schools existed in early decades of Republican Brazil in order to train teachers for rural and multi-graded schools. This article presents results from a research on the creation of Complementary Schools in the border towns Porto União (SC) and União da Vitória (PR). The towns form a single urban set, but they belong to different States. They were born from the former Porto União da Vitória (Paraná State, Brazil)), divided with the agreement called Acordo de Limites (1916) at the end of the Contestado war. The railroad tracks that linked São Paulo to the Rio Grande do Sul delimit the interstate border. This investigation was delimited between 1928 and 1938, when both towns decided invest in training teachers for the first years, by the creation of the two schools for egresses from the school groups. Primary sources from the two institutions were used in this research, preserved in local school archives; news published in newspapers; public archives of Paraná and Santa Catarina were consulted, among others. The research allowed understand the social-educational organization of both towns, the role played by the Complementary Schools in young women and boys, the construction of representations on the training for teaching, and the belonging to the mother country, the two states and the municipalities.
Authors and Affiliations
Márcia Marlene Stentzler
Keywords
Related Articles
- EP ID EP486368
- DOI 10.5212/PraxEduc.v.13i3.0008
- Views 85
- Downloads 0
Complementary schools: a new school model for teacher training in the region of Contestado (1928-1938)
Complementary Schools existed in early decades of Republican Brazil in order to train teachers for rural and multi-graded schools. This article presents results from a research on the creation of Complementary Schools in...
Circumstantial indications as potential signs of the construction of concepts related to animal experimentation in scientific education
The work problematizes the theme animal expeimentation with students (S=14) of Biological Sciences in a public university of the State of Paraná, Brasil. The work is based based on the Semiology of Messages and Signs by...
The curriculum in its structural and interactional dimensions: Basil Bernstein’s perspective
The article is both theoretical and empirical and makes a sociological reflection of the curriculum organization and development. Basil Bernstein’s model of pedagogic discourse (1990, 2000) and his theorization on forms...
Laying roots in the world: about the dimensions of thinking through Arendt and its meaning for education today
This work has a bibliographical character, being based on the analysis of Arendt’s works, and on the interpreters of the author. This paper explores three dimensions of the conception of thinking through Hannah Arendt wi...
Social justice in education: underpinnings and practical consequences
This paper defends the use of social justice - from the contributions of Gewirtz and Young – as a concept in educational analysis. The goal is to demonstrate the importance of operating with this concept, particularly in...