<?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>2238-1279</journal-id>
<journal-title><![CDATA[Revista Educação e Cultura Contemporânea]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. e Cult. Contemp.]]></abbrev-journal-title>
<issn>2238-1279</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estácio de Sá - Programa de Pós-graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-12792018000400316</article-id>
<article-id pub-id-type="doi">10.5935/2238-1279.20180079</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professoras, tradicionalismo e a feminização do magistério no Brasil: um estudo da obra de Aparecida Joly Gouveia]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training, traditionalism and the feminization of teaching in Brazil: a study of the work of Aparecida Joly Gouveia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scherer]]></surname>
<given-names><![CDATA[Renata Porcher]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,renata_ps3@yahoo.com.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>15</volume>
<numero>41</numero>
<fpage>316</fpage>
<lpage>342</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-12792018000400316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-12792018000400316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-12792018000400316&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O presente artigo, ao investigar as temáticas da formação de professoras e da feminização do magistério na literatura pedagógica brasileira da década de 1960, identifica que a questão do tradicionalismo se constituía como uma importante variável para a escolha do magistério pelas moças daquele período. A partir da análise documental da produção acadêmica da pesquisadora Aparecida Joly Gouveia é possível identificar que, na época analisada, uma das críticas das normalistas a sua formação era pautada pela falta de um caráter prático nos cursos de magistério, que estariam aquém do desejado para o futuro exercício profissional. Assim, pode-se afirmar que o debate entre uma formação baseada nos conteúdos, ou teórica, e uma formação baseada nos saberes didáticos, ou prática, constituiu-se como uma questão importante no período analisado em que a educação brasileira passava por um amplo processo de democratização. Outro destaque refere-se a investigação pioneira da pesquisadora acerca das decisões vocacionais da mulher em um Brasil que vivenciava um processo de rápida industrialização, inaugurando o debate sobre a feminização do magistério e o papel da mulher nessa sociedade. Sob tal perspectiva, entende-se que uma retomada dos escritos de Gouveia poderá contribuir para reenquadrar o debate acerca da história da formação de professores no Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article, when investigating the themes of teacher training and the feminization of teaching in the Brazilian pedagogical literature of the 1960s, identifies that the question of traditionalism constituted an important variable for the choice of teaching by the girls of that period. From the documentary analysis of the academic production of the researcher Aparecida Joly Gouveia it is possible to identify that at the time analyzed, one of the criticisms of the normalists was that their formation was based on the lack of a practical nature in the teaching courses, which would be below the desired for the future professional practice. Thus, it can be affirmed that the debate between, on the one hand, a content-based or theoretical formation and a formation based on didactic knowledge, or practice, was an important issue in the analyzed period in which Brazilian education went through a broad process of democratization. Another highlight is the pioneer investigation of the researcher about women's vocational decisions in a Brazil that was experiencing a process of rapid industrialization inaugurating the debate about the feminization of the teaching profession and the role of women in this society. From this perspective, it is understood that a resumption of Gouveia's writings may contribute to reframing the debate about the history of teacher education in Brazil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[História da educação]]></kwd>
<kwd lng="pt"><![CDATA[Feminização do magistério]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[History of education]]></kwd>
<kwd lng="en"><![CDATA[Feminization of teaching]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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