<?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>2236-3459</journal-id>
<journal-title><![CDATA[História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Hist. Educ.]]></abbrev-journal-title>
<issn>2236-3459</issn>
<publisher>
<publisher-name><![CDATA[Associação Sul-Rio-Grandense de Pesquisadores em História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2236-34592014000300099</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/v18n44a7</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A liturgia da escola moderna: saberes, valores, atitudes e exemplos]]></article-title>
<article-title xml:lang="en"><![CDATA[The liturgy of the modern school: knowledge, values, attitudes and examples]]></article-title>
<article-title xml:lang="es"><![CDATA[La liturgia de la escuela moderna: saberes, valores, actitudes y ejemplos]]></article-title>
<article-title xml:lang="fr"><![CDATA[La liturgie de l&#8217;ecole moderne: savoirs, valeurs, attitudes et exemples]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boto]]></surname>
<given-names><![CDATA[Carlota]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>18</volume>
<numero>44</numero>
<fpage>99</fpage>
<lpage>127</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592014000300099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592014000300099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592014000300099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A escola comp&#245;e, por seus fazeres e haveres, uma forma de liturgia. A compreens&#227;o da escola como um rito requer a observa&#231;&#227;o dos movimentos internos constitutivos do cotidiano escolar, bem como a compreens&#227;o dos protocolos de a&#231;&#245;es projetadas para serem inseridas em pr&#225;ticas institucionais. Nesse sentido, as crian&#231;as em fila, a organiza&#231;&#227;o do espa&#231;o em classes seriadas, a constru&#231;&#227;o de hor&#225;rios para abrigar as diferentes mat&#233;rias e disciplinas do curr&#237;culo, as intera&#231;&#245;es do professor e dos alunos no espa&#231;o da sala de aula, as carteiras enfileiradas, o ponto registrado no quadro negro, tudo isso indicia a&#231;&#245;es e movimentos contidos no que compreendemos por vida escolar. Esta investiga&#231;&#227;o debru&#231;a-se sobre alguns exemplos de modos de constitui&#231;&#227;o da liturgia escolar, mediante o trabalho com fontes prim&#225;rias consideradas oportunas para averiguar aspectos do cotidiano escolar: c&#243;digos de instru&#231;&#227;o p&#250;blica, comp&#234;ndios escolares de forma&#231;&#227;o de professores, livros de leitura das escolas prim&#225;rias, revistas de ensino e relat&#243;rios de inspe&#231;&#227;o. O per&#237;odo a que se circunscreve a documenta&#231;&#227;o situa-se na segunda metade do s&#233;culo 19 e nos primeiros dec&#234;nios do s&#233;culo 20. Procuramos recorrer a vest&#237;gios capazes de, emaranhados, proporcionarem elementos para reconstitui&#231;&#227;o de rituais existentes nas escolas brasileiras - mais especificamente paulistas - e portuguesas. Compreendendo que se trata de um di&#225;logo do mundo luso-brasileiro, a proposta foi a de estabelecer campos de aproxima&#231;&#227;o entre as realidades dos dois pa&#237;ses - com o perd&#227;o pela diacronia da longa dura&#231;&#227;o. N&#227;o se pretende efetuar propriamente uma compara&#231;&#227;o entre as duas realidades - brasileira e portuguesa -, mas apenas articular relatos, entrecruzando rastros e procurando averiguar ind&#237;cios que nos mostrem n&#227;o apenas como a escola era em seu dia a dia mas como se supunha que ela devesse ser.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract School represents, due to the things that it does and the duties that it has, a type of liturgy. Viewing the school as a ritual requires the observation of the internal movements that make up the daily school routine, as well as an understanding of the protocols of actions designed to be inserted into institutional practices. In this sense, the children in line, the organization of the space into classes arranged into different grades, the construction of timetables to accommodate the different subjects and disciplines that make up the curriculum, the interaction between the teacher and the students within the space of the classroom, the rows of desks, the topic registered on the blackboard, all of this indicates actions and movements that are included in what we understand as being school life. This investigation addresses some examples of ways of constituting the school liturgy, by means of working with primary sources regarded as appropriate for ascertaining aspects of daily school life: public education codes, textbooks for training teachers, primary schools&#8223; reading books, teaching and inspection reports. The period that the documentation is limited to covers the second half of the 19th century and the first few decades of the 20th century. We seek to make use of tangled traces, capable of providing us with elements to reconstitute rituals existing in Brazilian schools - more specifically those in the State of S&#227;o Paulo - and Portuguese schools. With the understanding that it deals with a dialogue of the Portuguese-Brazilian world, the proposal was to establish fields of approximation between the realities of the countries - with an apology for the change in the meanings of the words due to the long period of time. It is not exactly intended to achieve a comparison between the two realities - Brazilian and Portuguese -, but merely to examine reports, overlapping traces and seeking to identify evidence that shows us not just how school&#8223;s day-to-day routine used to be, but to imagine what it must have been like.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La escuela compone, por sus tareas y obligaciones, una forma de liturgia. La comprensi&#243;n de la escuela como un rito requiere la observaci&#243;n de los movimientos internos constitutivos de la vida cotidiana escolar, as&#237; como tambi&#233;n la comprensi&#243;n de los protocolos de acciones proyectadas para ser incluidas en pr&#225;cticas institucionales. En ese sentido, los ni&#241;os en fila, la organizaci&#243;n del espacio en clases agrupadas por grados, la construcci&#243;n de horarios para albergar las diferentes materias y disciplinas curriculares, las interacciones del profesor y de los alumnos en el espacio del sal&#243;n de clases, los pupitres, el punto registrado en el pizarr&#243;n, todo eso muestra las acciones y movimientos contenidos en lo que conocemos como vida escolar. Esta investigaci&#243;n se inclina hacia algunos ejemplos como un modo de constituci&#243;n de la liturgia escolar, mediante el trabajo con fuentes primarias consideradas oportunas para averiguar aspectos de la vida cotidiana escolar: c&#243;digos de instrucci&#243;n p&#250;blica, libros escolares para la formaci&#243;n de profesores, libros de lectura de las escuelas primarias, revistas de ense&#241;anza y reportes de inspecci&#243;n. El per&#237;odo al que se circunscribe la documentaci&#243;n se ubica en la segunda mitad del siglo 19 y durante los primeros decenios del siglo 20. Buscamos recurrir a vestigios capaces de, enmara&#241;ados, proporcionar elementos para la reconstituci&#243;n de rituales existentes en las escuelas brasile&#241;as - m&#225;s espec&#237;ficamente las paulistas - y las portuguesas. Comprendiendo que se trata de un di&#225;logo del mundo luso-brasile&#241;o, la propuesta fue la de establecer &#225;reas de aproximaci&#243;n entre las realidades de ambos pa&#237;ses - con el perd&#243;n de la diacron&#237;a de larga duraci&#243;n. No se pretende efectuar propiamente una comparaci&#243;n entre sus dos realidades - brasile&#241;a y portuguesa -, sino solamente articular relatos, entrecruzando rastros y buscando averiguar indicios que nos muestren no solo como era la escuela en su d&#237;a a d&#237;a, sino como se supon&#237;a que deber&#237;a ser.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233;  Par les responsabilit&#233;s et faits qui s&#8223;y d&#233;roulent, l&#8223;&#233;cole est une forme de liturgie. Pour comprendre l&#8223;&#233;cole comme un rite, il suffit d&#8223;observer les mouvements internes constitutifs du quotidien scolaire ainsi que ses pratiques institutionnelles. Dans cette optique, les enfants en rangs, l&#8223;organisation de l&#8223;espace en s&#233;ries de classes, la construction des horaires pour chaque mati&#232;re, les interactions du professeur et des &#233;l&#232;ves dans la salle de classe, les cartables align&#233;s, l&#8223;appel inscrit sur le tableau noir, toutes ces actions et mouvements forment ce que nous appellons la vie scolaire. Cette &#233;tude se penche sur certains exemples de modes de construction de la liturgie scolaire, &#224; partir de sources opportunes du quotidien scolaire : codes d&#8223;instruction publique, abr&#233;g&#233;s de formation des ma&#238;tres, livres de lecture d&#8223;&#233;...]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola Primária]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Rito]]></kwd>
<kwd lng="pt"><![CDATA[Liturgia]]></kwd>
<kwd lng="pt"><![CDATA[História da Educação]]></kwd>
<kwd lng="en"><![CDATA[Primary School]]></kwd>
<kwd lng="en"><![CDATA[School Culture]]></kwd>
<kwd lng="en"><![CDATA[Ritual]]></kwd>
<kwd lng="en"><![CDATA[Liturgy]]></kwd>
<kwd lng="en"><![CDATA[History of Education]]></kwd>
<kwd lng="es"><![CDATA[Escuela Primaria]]></kwd>
<kwd lng="es"><![CDATA[Cultura Escolar]]></kwd>
<kwd lng="es"><![CDATA[Rito]]></kwd>
<kwd lng="es"><![CDATA[Liturgia]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Educación]]></kwd>
<kwd lng="fr"><![CDATA[École Primaire]]></kwd>
<kwd lng="fr"><![CDATA[Culture Scolaire]]></kwd>
<kwd lng="fr"><![CDATA[Rites]]></kwd>
<kwd lng="fr"><![CDATA[Liturgie]]></kwd>
<kwd lng="fr"><![CDATA[Histoire de L&#8223;Éducation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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<source><![CDATA[]]></source>
<year></year>
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