<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492014000200347</article-id>
<article-id pub-id-type="doi">10.17058/rea.v22i2.0347</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Para ler, escrever e contar: modos de ser professora no cotidiano escolar de Lomba Grande/RS (1940/1950)]]></article-title>
<article-title xml:lang="en"><![CDATA[To read, write and tell: ways to be teacher in school everyday in Lomba Grande/RS (1940-1950)]]></article-title>
<article-title xml:lang="es"><![CDATA[Para leer, escribir y decir: maneras de ser maestra en el cotidiano de las escuelas de Lomba Grande/RS (1940/1950)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[José Edimar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grazziotin]]></surname>
<given-names><![CDATA[Luciane Sgarbi Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[São Leopoldo RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>347</fpage>
<lpage>370</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492014000200347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492014000200347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492014000200347&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo &#233; caracterizar os modos poss&#237;veis e inventados e (re) inventados para se constituir professor/a de classes multisseriadas no meio rural de Lomba Grande, bairro do munic&#237;pio de Novo Hamburgo/RS, entre 1940 a 1950. Trata-se de um estudo de hist&#243;ria da educa&#231;&#227;o e, que se vale de an&#225;lise documental e registros narrativos de professoras cuja trajet&#243;ria docente se desenvolveu em escolas p&#250;blicas municipais. A partir da d&#233;cada de 1940, houve um crescimento no n&#250;mero de escolas no munic&#237;pio de Novo Hamburgo, efeito do &#234;xodo rural e do contexto pol&#237;tico daquele per&#237;odo, especialmente em regi&#245;es de coloniza&#231;&#227;o germ&#226;nica. No conjunto da an&#225;lise sob a &#243;tica da hist&#243;ria cultural evidencia-se o aspecto dos saberes adquiridos na pr&#225;tica, no fazer cotidiano e nas experi&#234;ncias culturais acumuladas pelos sujeitos. Os professores rememoraram que se valeram do exemplo dos seus mestres para planejar e conduzir suas aulas nos primeiros tempos de magist&#233;rio. Nesse sentido, o modo poss&#237;vel para se constituir professor consistia em dominar os saberes m&#237;nimos do curso prim&#225;rio. Em fun&#231;&#227;o das dificuldades de se conseguir professor para &#225;rea rural, a pr&#225;tica da indica&#231;&#227;o para "ensinar ler, escrever e contar" foi uma caracter&#237;stica comum neste lugar. Al&#233;m dos cursos e forma&#231;&#245;es em servi&#231;o, a constru&#231;&#227;o de uma cultura profissional se consolidou a partir das media&#231;&#245;es entre os professores mais experientes com aqueles em in&#237;cio de carreira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The objective is to characterize the possible and invented ways and (re) invented to provide teacher / to multigrade classes in rural Lomba Grande neighborhood of Novo Hamburgo/RS from 1940 to 1950. This is a study of history of education, and that relies on documentary analysis and narrative records of teachers whose teaching career has been developed in public schools. From the 1940s there was an increase in the number of schools in the city of Novo Hamburgo, effect of rural depopulation and political context of the period, especially in areas of German colonization. Throughout the analysis from the perspective of cultural history is evident in the appearance of the acquired knowledge in practice in everyday routines and cultural experiences accumulated by the subjects. Teachers who have drawn remember example of his teachers to plan and conduct their classes in the early days of teaching. In this sense, the possible way to be a teacher was to master the minimum knowledge of primary school. Due to the difficulties of getting the teacher to rural areas, the practice of appointing "to teach reading, writing and arithmetic" was a common feature in this place. In addition to the in-service training courses and building a professional culture was consolidated from mediations among the most experienced teachers with those just beginning their careers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El objetivo es caracterizar las posibles formas inventadas y (re) inventado para se constituir maestro/a de clase multigrada en el barrio rural de Lomba Grande de Novo Hamburgo/RS 1940-1950. Se trata de un estudio de historia de la educaci&#243;n, y que se apoya en el an&#225;lisis documental y de registros narrativos de maestros cuya carrera docente se ha desarrollado en las escuelas p&#250;blicas. Desde la d&#233;cada de 1940 se produzi&#243; un aumento en el n&#250;mero de escuelas en la ciudad de Novo Hamburgo, efecto de la despoblaci&#243;n rural y el contexto pol&#237;tico de la &#233;poca, especialmente en las zonas de colonizaci&#243;n alemana. A lo largo del an&#225;lisis desde la perspectiva de la historia cultural es evidente en el aspecto de los conocimientos adquiridos en la pr&#225;ctica en las pr&#225;cticas cotidianas y experiencias culturales acumulados por los sujetos. Los maestros que han atra&#237;do ejemplo rememoraran de sus profesores para planificar y llevar a cabo sus clases en los primeros d&#237;as de ense&#241;anza. En este sentido, el camino posible para ser maestro era dominar el conocimiento m&#237;nimo de la escuela primaria. Debido a las dificultades de obtener la maestra a las zonas rurales, la pr&#225;ctica de nombrar "para ense&#241;ar a leer, escribir y contar" era una caracter&#237;stica com&#250;n en este lugar. Adem&#225;s de los cursos de formaci&#243;n en el empleo y la construcci&#243;n de una cultura profesional se consolid&#243; a partir de las mediaciones entre los profesores m&#225;s experimentados con los que empiezan sus carreras.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Constituição Docente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Rural]]></kwd>
<kwd lng="pt"><![CDATA[Práticas]]></kwd>
<kwd lng="en"><![CDATA[Teacher Constitution]]></kwd>
<kwd lng="en"><![CDATA[Rural Education]]></kwd>
<kwd lng="en"><![CDATA[Practices]]></kwd>
<kwd lng="es"><![CDATA[Constitución de la Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Educación Rural]]></kwd>
<kwd lng="es"><![CDATA[Prácticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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