<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000401664</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.067.ds08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação de professoras na Escola Normal Nossa Senhora da Piedade (1919 a 1925)]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training of Escola Normal Nossa Senhora da Piedade (1919 to 1925)]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de profesores en la Escuela Normal Nossa Senhora da Piedade (1919 hasta1925)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[MARTHA RAÍSSA IANE SANTANA DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GOMES]]></surname>
<given-names><![CDATA[LARISSA PINCA SARRO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[Ilhéus BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>67</numero>
<fpage>1664</fpage>
<lpage>1680</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000401664&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000401664&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000401664&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No ano de 1919 foi solicitado ao governador da Bahia autorização para o funcionamento da Escola Normal Nossa Senhora da Piedade, na cidade de Ilhéus, região sul da Bahia. A investigação das contribuições dessa instituição é significativa pois se trata de um período no qual, a duras penas, se investia no processo de interiorização de instituições que oferecessem mão-de-obra suficiente para a propagação do ensino primário. Esse fato se observava não apenas no estado da Bahia, como em todo o Brasil. Neste artigo, interroga-se, especificamente, a respeito dos saberes ofertados na escola normal da instituição, de inspiração francesa. Os resultados apresentados abrangem um marco temporal de 1919 a 1925, considerando como início o ano em que foi concedida a autorização para o funcionamento dessa instituição escolar, e a data final corresponde ao limite de registros de reportagens localizadas no Jornal Correio de Ilhéos - entre os anos de 1920 a 1925. A partir de uma aproximação teórica com autores da História Cultural e com autores que discutem a organização dos saberes de formação foi possível destacar elementos da cultura escolar, da organização e do currículo dessa instituição, a qual ofertava disciplinas de cunho pedagógico, ao longo de toda a formação. Tal constatação ganha destaque, em tempos da predominância de disciplinas de cultura geral, &#8220;científicas&#8221;, nos currículos das escolas normais do Brasil, relegando as disciplinas pedagógicas ao último ano da formação. As disciplinas &#8220;científicas&#8221;, entretanto, continuavam a ter primazia no currículo a saber: Mathemáticas, Português, História, Geografia etc. Disciplinas como Pedagogia e Metodologia, compondo o conjunto de saberes profissionais, têm seu lugar no currículo da instituição, permitindo concluir quanto à existência de duas naturezas distintas, em termos de formação de professores, uma de cultura geral e outra de formação profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In 1919, the Governor of Bahia was asked for authorization to operate the Escola Normal Nossa Senhora da Piedade, in the city of Ilhéus, southern Bahia. The investigation of the contributions of this institution is significant, as it is a period in which, the hard way, investments were made in the process of internalizing institutions that offered sufficient labor for the spread of primary education. This fact was observed not only in the state of Bahia, but throughout Brazil. In this article, he specifically asks about the knowledge offered in the institution's normal school, of French inspiration. The presented results cover a time frame from 1919 to 1925, considering the beginning of the year in which authorization to operate was granted about this school institution, and the final date corresponds to the reporting located in Jornal Correio de Ilhéos - between the years 1920 to 1925. From a theoretical approach with authors of Cultural History and with authors who discuss the organization of training knowledge it was possible to highlight elements of the school culture, organization and curriculum of this institution, which offered disciplines of a pedagogical nature, throughout the training. This finding is highlighted, in times of the predominance of disciplines of general culture, &#8220;scientific&#8221;, in the curricula of normal schools in Brazil, relegating pedagogical subjects to the last year of training. The &#8220;scientific&#8221; disciplines, however, continued to have primacy in the curriculum namely: Mathematics, Portuguese, History, Geography etc. Disciplines such as Pedagogy and Methodology, composing the set of professional knowledge, they have their place in the institution's curriculum, allowing us to conclude that there are two distinct natures, in terms of teacher training, one of general culture and one of professional training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En 1919, se solicitó al gobernador de Bahía autorización para operar la Escola Normal Nossa Senhora da Piedade, en la ciudad de Ilhéus, en la región sur de Bahía, comenzó a formar maestros de primaria. La investigación de los aportes de esta institución es significativa porque es un período en el que, se invirtieron en el proceso de internalización de instituciones que ofrecieran suficiente mano de obra para la difusión de la educación primaria. Este hecho se observó no solo en el estado de Bahía, sino en todo Brasil. En este artículo pregunta específicamente sobre los conocimientos que se ofrecen en la escuela normal de la institución, de inspiración francesa. Los resultados presentados cubren un período de tiempo de 1919 a 1925, cuya fecha inicial toma en cuenta el año em que se otorgó la autorización para esta institución escolar operar, y la fecha final corresponde al límite de reporte de registros del Jornal Correio de Ilhéos - entre los años 1920 a 1925. A partir de un enfoque teórico con los autores de la historia cultural y con los autores que hablan de la organización del conocimiento de entrenamiento, se pudo resaltar elementos de la cultura escolar, organización y currículo de esta institución, que ofreció disciplinas de carácter pedagógico, a lo largo de la formación. Este hallazgo se destaca, en tiempos de predominio de asignaturas generales, &#8220;científicas&#8221; en los planes de estudio de las escuelas normales en Brasil, relegando las asignaturas pedagógicas al último año de formación. Las disciplinas "científicas", sin embargo, continuaron teniendo primacía en el currículo, a saber: Matemáticas, portugués, historia, geografía, etc. Disciplinas como la Pedagogía y la Metodología, que comprenden el conjunto de conocimientos profesionales, tienen su lugar en el plan de estudios de la institución, lo que permite concluir sobre la existencia de dos naturalezas distintas, en cuanto a la formación del professorado, uno de cultura general y uno de formación profesional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola Normal]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Cultura escolar]]></kwd>
<kwd lng="pt"><![CDATA[Saberes profissionais]]></kwd>
<kwd lng="en"><![CDATA[Normal School]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[School Culture]]></kwd>
<kwd lng="en"><![CDATA[Professional knowledge]]></kwd>
<kwd lng="es"><![CDATA[Escuela normal]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Cultura escolar Conocimientos profesionales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<nlm-citation citation-type="">
<collab>Correio de ilhéos</collab>
<source><![CDATA[EXAMES]]></source>
<year>1922</year>
<numero>214</numero>
<issue>214</issue>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="">
<collab>Correio de ilhéos</collab>
<source><![CDATA[EXAMES]]></source>
<year>1924</year>
<numero>419</numero>
<issue>419</issue>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="">
<collab>Correio de ilhéos</collab>
<source><![CDATA[EXAMES]]></source>
<year>1925</year>
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<issue>677</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
