dc.contributorGrazziotin, Luciane Sgarbi Santos
dc.creatorSouza, José Edimar de
dc.date.accessioned2015-05-12T14:17:30Z
dc.date.accessioned2022-09-22T19:11:39Z
dc.date.accessioned2023-03-13T19:47:31Z
dc.date.available2015-05-12T14:17:30Z
dc.date.available2022-09-22T19:11:39Z
dc.date.available2023-03-13T19:47:31Z
dc.date.created2015-05-12T14:17:30Z
dc.date.created2022-09-22T19:11:39Z
dc.date.issued2011-12-19
dc.identifierhttps://hdl.handle.net/20.500.12032/58016
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6160444
dc.description.abstractThis study approach around multigrade classes teachers memories, building history of rural education (1940-2009), at the region of Lomba Grande, the city of New Hamburg/ RS/Brazil. Memories are analyzed from the social time Halbwachs perspective: when memory allows individuals to take his place in the network of social relations inscribed within the social practice, is crucial to understanding the practice of a group. The research was qualitative, with the methodology of oral history, by semi-structured interviews, and also documentary analysis from written documents (official documents, laws, decrees, images and other printed and manuscripts documents), founded along the course of investigation. Under the frame of Cultural History, the analysis is structured in two dimensions: teaching formations memories and the teaching practices memories. Thus, from the trajectories of this group of teachers, complemented by other empirical data, its possible to understand a significant route of the history of rural local public education, there being three distinct phases: the first time, when processing the constitution of Isolated Schools and a second phase, characterized as the consolidation of Lomba Grande public school, and the third, regarded here as the phase of restructuring rural public school in that place. The formations memories allowed visualize the single master representation atteaching students time. On the other hand, teaching practices memories brings up strategies built by the teachers for their own education, creating forms to qualify the multigrade classes work.
dc.publisherUniversidade do Vale do Rio dos Sinos
dc.rightsopenAccess
dc.subjectProfessores rurais
dc.subjectRural teachers
dc.titleTrajetórias de professores de classes multisseriadas: memórias do Ensino Rural em Novo Hamburgo/RS (1940 a 2009)
dc.typeDissertação


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