<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432021000300110</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2021.v30.n63.p110-130</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A FEMINIZAÇÃO DO MAGISTÉRIO NO CEARÁ: O CASO DO CURSO DE PEDAGOGIA DA FACULDADE DE FILOSOFIA DOM AURELIANO MATOS (FAFIDAM)]]></article-title>
<article-title xml:lang="en"><![CDATA[THE FEMINIZATION OF EDUCATION IN CEARÁ, BRAZIL: THE CASE OF THE TEACHER TRAINING COURSE AT THE DOM AURELIANO MATOS PHILOSOPHY FACULTY (FAFIDAM)]]></article-title>
<article-title xml:lang="es"><![CDATA[LA FEMINIZACIÓN DEL MAGISTERIO EN CEARÁ: EL CASO DEL CURSO DE PEDAGOGÍA DE LA FACULDADE DE FILOSOFIA DOM AURELIANO MATOS (FAFIDAM)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Lia Pinheiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Mayara Gabrielli Pereira Marinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará Programa de Pós-Graduação em Sociologia ]]></institution>
<addr-line><![CDATA[Fortaleza ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>63</numero>
<fpage>110</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432021000300110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432021000300110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432021000300110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo apresenta a consolidação da Feminização do Magistério a partir da análise do curso de Pedagogia da Faculdade de Filosofia Dom Aureliano Matos (FAFIDAM), em Limoeiro do Norte, Ceará. O percurso metodológico da pesquisa incorpora o marco teórico da História da Educação, da História das Instituições Escolares e da História da Mulher. Outrossim, adentra à análise dos elementos da formação das mulheres nos primeiros anos de funcionamento da FAFIDAM por meio dos dados coletados nos documentos oficiais, bem como daqueles obtidos em entrevistas realizadas com mulheres que cursaram o curso de Pedagogia na FAFIDAM entre as décadas de 70, 80 e 90 do século XX. Visamos, ainda, compreender em que contexto sócio-histórico estas mulheres se inseriram no curso de Pedagogia e como a Instituição foi responsável pela consolidação dessa Feminização do Magistério. A análise dos dados indica que a consolidação da Feminização do Magistério no curso de Pedagogia da FAFIDAM se deu por dois fatores antagônicos: para umas, a falta de oportunidades de traçar outros caminhos acadêmicos, e para outras, uma &#8220;vocação&#8221; atrelada ao desejo pessoal, fruto de uma construção familiar e/ou social para o magistério.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article examines the the feminization of the teaching profession based on an analysis of the teacher training course at the Dom Aureliano Matos Faculty of Philosophy (FAFIDAM) in Limoeiro do Norte, Ceará, Brazil. The methodological route of this research incorporates the theoretical framework of the History of Education, the History of School Institutions, and the History of Women. Also analized the elements of the training of women as teachers during the first years of the FAFIDAM, through data collected in official documents, as well as those obtained through interviews with women who attended the teacher training course at the FAFIDAM during the decades of the 70s, 80s and 90s of the 20th century. We aimed at understanding the social-historical context in which these women were inserted in the course, and how the Institution was responsible for the consolidation of the feminization of the teaching profession. The analysis of the data indicates that the consolidation of the feminization of teaching can be attributed to two antagonistic factors: for some, the lack of opportunities for other academic careers and for others, a "vocation" linked to personal desire, the result of family afctors and/or a social construction in favor of teaching as a profession.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo presenta la consolidación de la Feminización del Magisterio a partir del análisis del curso de Pedagogía de la Faculdade de Filosofia Dom Aureliano Matos (FAFIDAM), en Limoeiro do Norte, Ceará. El trayecto metodológico de la investigación incorpora el marco teórico de la Historia de la Educación, Historia de las Instituciones Escolares y de la Historia de la Mujer. Asimismo, adentra el análisis de los elementos de la formación de las mujeres en los primeros años de funcionamiento de la FAFIDAM por medio de los datos colectados en documentos oficiales, como también de aquellos obtenidos en entrevistas realizadas con mujeres que cursaron el curso de Pedagogía en la entre las décadas de 70, 80 y 90 del siglo XX. Objetivamos, aún, comprender en cuál contexto socio-histórico estas mujeres se insertaron en el no curso de Pedagogía y cómo la Institución fue responsable por la consolidación de esa Feminización del Magisterio. El análisis de los datos indica que la consolidación de la Feminización del Magisterio en el curso de Pedagogía de la FAFIDAM se dio por dos factores que se contraponen: para unas, la falta de oportunidades de trazar otros caminos académicos, y para otras, una &#8220;vocación&#8221; vinculada al deseo personal, fruto de una construcción familiar y/o social para el magisterio.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[feminização]]></kwd>
<kwd lng="pt"><![CDATA[mulheres]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[FAFIDAM]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[feminization]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[women]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[FAFIDAM]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[feminización]]></kwd>
<kwd lng="es"><![CDATA[mujeres]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[FAFIDAM]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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