<?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>2238-0094</journal-id>
<journal-title><![CDATA[Revista Brasileira de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Hist. Educ]]></abbrev-journal-title>
<issn>2238-0094</issn>
<publisher>
<publisher-name><![CDATA[Sociedade Brasileira de História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-00942014000300004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação como sacerdócio: formação de professores no Pará Republicano (1891-1904)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Felipe Tavares de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Rafaela Paiva]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>14</volume>
<numero>03</numero>
<fpage>111</fpage>
<lpage>137</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-00942014000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-00942014000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-00942014000300004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo analisa as políticas educacionais destinadas à ‘formação de professores’ no Pará, durante a Primeira República, por meio da concepção político-educacional que orientou a reforma da Escola Normal no Primeiro Governo de Lauro Sodré (1891-1897); e a partir do modelo de ‘bom professor’ presente na revista pedagógica A Escola (1900-1904). Nesse contexto, a ‘formação de professores’ fora uma instância estratégica com vistas a legitimar o novo regime a partir da organização de um arranjo institucional: a reforma da Escola Normal e as prescrições pedagógicas da revista A Escola. Assim, o mestre-escola era o ‘sacerdote’ da causa republicana com a ‘missão’ de garantir a legitimidade das instituições e a formação cívica e política dos futuros cidadãos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article examines the educational policies for training teachers in Pará State, during the First Republic, through the concept that guided political and educational reform of Normal Schools during the first administration of Governor Lauro Sodré (1891-1897); and based on the model of the ‘good teacher’ found in pedagogical magazine A Escola (1900-1904). In this context, teacher training was a strategic occurrence seeking to legitimize the new regime by organizing an institutional arrangement: Normal School reform and the educational recommendations of A Escola magazine. In this arrangement, the schoolmaster was the ‘priest’ of the Republican cause, with a ‘mission’ to ensure the legitimacy of institutions and the civic and political formation of future citizens.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El artículo analiza las políticas educativas dirigidas a la ‘formación de profesores’ en Pará, durante la Primera República de Brasil, a través de la concepción político-educativa que orientó la reforma de la Escuela Normal en el Primer Gobierno de Lauro Sodré (1891-1897); y a partir del modelo del ‘buen profesor’ presente en la revista pedagógica La Escuela (1900-1904). En este contexto, la ‘formación de profesores’ había sido una instancia estratégica con el objetivo de legitimar el nuevo régimen a partir de la organización de un arreglo institucional: la reforma de la Escuela Normal y las prescripciones pedagógicas de la revista La Escuela. De esta forma, el maestro-escuela era el ‘sacerdote’ de la causa republicana con la ‘misión’ de garantizar la legitimidad de las instituciones y la formación cívica y política de los futuros ciudadanos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Primeira República]]></kwd>
<kwd lng="pt"><![CDATA[Reformas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[First Republic]]></kwd>
<kwd lng="en"><![CDATA[Educational Reforms]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Primera República]]></kwd>
<kwd lng="es"><![CDATA[Reformas Educativas]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Educa&ccedil;&atilde;o  como sacerd&oacute;cio: Forma&ccedil;&atilde;o de professores no Par&aacute; Republicano (1891-1904).</h2> <h3>Education as priesthood: teacher training in  Republican Par&aacute; state (1891-1904).</h3> <h3>Educaci&oacute;n como sacerdocio: formaci&oacute;n de profesores en  Par&aacute; Republicano (1981-1904).</h3>     <p>&nbsp;</p> <h4>Felipe  Tavares de Moraes, Rafaela PaivaCosta</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Interações]]></source>
<year></year>
<volume>7</volume>
<numero>14</numero>
<issue>14</issue>
<page-range>59-84</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
