<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro. UNOESC]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592012000200013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[In situ et de visu: a formação de professores(as) em Santa Catarina na vigência da reforma Orestes Guimarães (1911-1930)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teive]]></surname>
<given-names><![CDATA[Gladys Mary Ghizoni]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A13">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>37</volume>
<numero>02</numero>
<fpage>383</fpage>
<lpage>400</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592012000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592012000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592012000200013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Em 1911, sob a batuta do professor paulista Orestes Guimarães, a Escola Normal Catarinense foi reformada segundo os postulados da pedagogia moderna, tal como acontecera com a Escola Normal de São Paulo, em 1891. Seguindo os princípios do método de ensino intuitivo, na época considerado a encarnação do verbo modernizar, os futuros professores deveriam aprender a arte de ensinar intuitivamente: vendo, observando como as crianças eram instruídas e educadas nos grupos escolares, por sua vez devidamente aparelhados para a função de proporcionar bons modelos de ensino. O Curso Normal deveria assegurar-lhes o domínio dos conteúdos das diversas áreas do conhecimento: história, geografia, aritmética, língua portuguesa, etc. O método, porém, ou “como” ensinar esses conteúdos deveria ser aprendido pela observação do trabalho desenvolvido por professores experientes. In situ et de visu - esta era a fórmula para ensinar aos modernos professores a ensinar intuitivamente. Como isso era encaminhado? Como eram efetivadas as “práticas” dos normalistas? Como eram avaliadas? Estas e outras questões balizam o presente estudo, alicerçado em pesquisa documental e bibliográfica e em depoimentos de normalistas formadas na Escola Normal Catarinense entre as décadas de 10 e 20 do século XX, analisados sob o enfoque da cultura escolar proposta pelo historiador francês Dominique Julia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In 1911, under the leadership of professor Orestes Guimarães, of São Paulo, the Escola Normal Catarinense (Normal School of Santa Catarina) was reformed according to the tenets of modern pedagogy, as with the Escola Normal de São Paulo, in 1891( NB: In Brazil, Escola Normal is a teacher-training course, part of secondary education, that prepares teachers for teaching in primary schools). Following the principles of the intuitive method of teaching, then considered the state of the art modernising teaching method, the prospective teachers should learn the art of teaching intuitively: watching, observing how children were instructed and educated in the municipal schools, which were adequately equipped to provide a good teaching model. The Normal School should ensure the mastery of the contents of the various areas of knowledge: history, geography, arithmetics, Portuguese language, etc., but the method, i.e., the “how to” teach, should be learned through the observation of experienced teachers. In situ et de visu - this was the formula to teach the modern teachers to teach intuitively. How was this done? How was the students’ practice done? How was it evaluated? These and other questions are brought up in this study, which is based on documentary and bibliographical research and on testimonies of teachers graduated from the Escola Normal Catarinense between 1910 and 1930.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia Moderna]]></kwd>
<kwd lng="pt"><![CDATA[Método de Ensino Intuitivo]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Modern Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Intuitive Teaching Method]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>In  situ et de visu: a forma&ccedil;&atilde;o de professores(as) em Santa Catarina na vig&ecirc;ncia da  reforma Orestes Guimar&atilde;es (1911-1930).</h2> <h3>In situ et de visu: teacher learning in Santa Catarina  during the Orestes Guimar&atilde;es reform.</h3>     <p>&nbsp;</p> <h4>Gladys  Mary Ghizoni Teive    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Brasileira de História da Educação]]></source>
<year></year>
<numero>1</numero>
<issue>1</issue>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
