<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102019000100068</article-id>
<article-id pub-id-type="doi">10.4013/edu.2019.231.05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Onde estavam as mulheres? O ensino superior nos Estados Unidos entre os séculos XIX e XX]]></article-title>
<article-title xml:lang="en"><![CDATA[Where were the women? Higher education in the United States between the 19th and 20th centuries]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Warde]]></surname>
<given-names><![CDATA[Mirian Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Ana Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São Paulo Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Fundação Oswaldo Cruz  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>68</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102019000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102019000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102019000100068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Enquanto a escolarização básica norte-americana tornava-se objeto de interesse internacional por suas práticas inovadoras, o ensino superior universitário excluía as mulheres de maneira sistemática. Somente em fins do século XIX, foi quebrada parte da resistência à presença das mulheres nas mais altas carreiras. Este artigo analisa esse processo de inserção, explorando as estratégias femininas de ocupação daqueles espaços. O trabalho contrapõe a narrativa de Slosson (1910) sobre o campo universitário norte-americano ao caso específico da Universidade de Columbia, sinalizando os conflitos que perpassaram essa integração. A partir dos relatórios anuais do Teachers College e dos trabalhos de Thomas (1986) e Weneck (1991; 1996) examinamos a posição ocupada pelas professoras deste college e as áreas nas quais sua presença foi mais significativa. Assim, este artigo procurou mapear as perspectivas femininas no interior deste campo, um fator relevante para dimensionar a experiência dos brasileiros que viajaram para cursos de especialização naquele país.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract By the time elementary school in the United States became the object of international interest for its innovating practices, women were systematically excluded from college education. It was not until the late 19th century that part of the resistance to the presence of women in the highest careers was broken. This article analyzes this process of inclusion, exploring the feminine strategies to occupy these places. Slosson&#8217;s (1910) narrative about the American universities will be compared to the specific case of Columbia University, highlighting the conflicts involved in this integration. Investigating the annual reports of the Teachers College and the works of Thomas (1986) and Weneck (1991, 1996), discussion will focus on the position occupied by the women who worked in the institution and the areas in which their presence was most significant. Thus, this article seeks to apprehend the female perspectives within this field, a relevant factor to understand the experience of Brazilian educators that visited the U.S. with the purpose of taking specialization courses in Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teachers College]]></kwd>
<kwd lng="pt"><![CDATA[universidade]]></kwd>
<kwd lng="pt"><![CDATA[educação feminina]]></kwd>
<kwd lng="en"><![CDATA[Teachers College]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="en"><![CDATA[women&#8217;s education]]></kwd>
</kwd-group>
</article-meta>
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