<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000200341</article-id>
<article-id pub-id-type="doi">10.1590/S1517-97022015041795</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mem&#243;rias de docentes leigas que atuaram no ensino rural da Regi&#227;o Colonial Italiana, Rio Grande do Sul (1930 - 1950)]]></article-title>
<article-title xml:lang="en"><![CDATA[Memories of lay teachers who worked in rural education in the region of Italian immigration in Rio Grande do Sul state, Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luchese]]></surname>
<given-names><![CDATA[Terciane Ângela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grazziotin]]></surname>
<given-names><![CDATA[Luciane Sgarbi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>2</numero>
<fpage>341</fpage>
<lpage>358</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000200341&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000200341&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000200341&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto tem por objetivo compreender o cotidiano escolar rural, entre as d&#233;cadas de 1930 e 1950, por meio das mem&#243;rias de professores que atuaram na Regi&#227;o Colonial Italiana do Rio Grande do Sul (RCI), Brasil. Compreendemos a RCI como aquela formada pelas antigas col&#244;nias Conde d&#8217;Eu, Dona Isabel e Caxias, atualmente munic&#237;pios de Caxias do Sul, Garibaldi, Carlos Barbosa e Bento Gon&#231;alves. Trata-se da regi&#227;o que foi ocupada, a partir de 1875, por imigrantes, predominantemente italianos. No recorte temporal, 1930 a 1950, destacamos a expans&#227;o da rede escolar p&#250;blica e as pr&#225;ticas de nacionaliza&#231;&#227;o empreendidas pelo governo varguista. Utilizamos como referencial te&#243;rico as contribui&#231;&#245;es da hist&#243;ria cultural e como metodologia a an&#225;lise documental hist&#243;rica e a hist&#243;ria oral. Os documentos produzidos a partir das narrativas docentes pertencem a dois acervos: banco de mem&#243;rias do Arquivo Hist&#243;rico Municipal Jo&#227;o Spadari Adami (AHMJSA) e Instituto Mem&#243;ria Hist&#243;rica e Cultural, mantido pela Universidade de Caxias do Sul. Acrescemos aos acervos orais diversos documentos das intend&#234;ncias e &#243;rg&#227;os administrativos da educa&#231;&#227;o. Narramos hist&#243;rias de vida dos docentes, mulheres em sua maioria, que se tornaram professoras por terem os conhecimentos m&#237;nimos exigidos para a fun&#231;&#227;o e pela absoluta falta de profissionais com titula&#231;&#227;o. Suas experi&#234;ncias vividas em escolas isoladas, rurais, permitem-nos (re)construir cotidianos, aspectos da vida comunit&#225;ria e, especialmente, escolar. Essas professoras leigas contaram como organizavam suas aulas, o que ensinavam, o modo como procediam em turmas heterog&#234;neas, a rela&#231;&#227;o delas com alunos e familiares, que s&#227;o, portanto, aspectos da cultura escolar dessas aulas isoladas rurais, que marcam a hist&#243;ria da educa&#231;&#227;o brasileira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[This text aims at understanding everyday life in a rural school between 1930 and 1950 through the memories of teachers who worked in Regi&#227;o Colonial Italiana (RCI - region of Italian immigration) in Rio Grande do Sul, Brazil. We understand that RCI is the region of the old colonies Conde d&#8217;Eu, Dona Isabel, and Caxias, which today are Caxias do Sul, Garibaldi, Carlos Barbosa, and Bento Gon&#231;alves municipalities. This region was occupied, from 1875 on, by immigrants, predominantly Italian ones. In the period under study, 1930 to 1950, we emphasize the expansion of the public school system and the nationalization actions carried out by Vargas government. As for theoretical framework, we draw on contributions from Cultural History. For methodology, we use Historic Documental Analysis and Oral History. The documents produced from teachers&#8217; narratives belong to two collections: the memory bank of Arquivo Hist&#243;rico Municipal Jo&#227;o Spadari Adami (AHMJSA - Jo&#227;o Spadari Adami Municipal Historical Archive) and Instituto Mem&#243;ria Hist&#243;rica e Cultural (Historical and Cultural Memory Institute), which is kept by Universidade de Caxias do Sul. To the oral collections, we have added many documents from municipalities and administrative organs of education. We narrate teachers&#8217; stories of life, who are mostly women who became teachers because they had the minimum knowledge required for the job and due to an absolute lack of qualified teachers. Their experiences in isolated rural schools allow us to (re)construct everyday life, aspects of communitarian life, and specially school life. These lay teachers have told us about how they organized their classes, what they taught, how they proceeded in heterogeneous classes. They also talked about their relationship with students and their families, which are, therefore, aspects of the school culture of these rural isolated classes, which mark the history of education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Memórias]]></kwd>
<kwd lng="pt"><![CDATA[Docentes leigas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino rural]]></kwd>
<kwd lng="pt"><![CDATA[Práticas escolares]]></kwd>
<kwd lng="en"><![CDATA[Memories]]></kwd>
<kwd lng="en"><![CDATA[Lay teachers]]></kwd>
<kwd lng="en"><![CDATA[Rural education]]></kwd>
<kwd lng="en"><![CDATA[School practices]]></kwd>
</kwd-group>
</article-meta>
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