Navegando por CNPq "CNPQ::CIENCIAS HUMANAS::HISTORIA::HISTORIA DAS CIENCIAS"

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Condições culturais de inserção da história natural na instrução pública do Pará (1851-1891)
(Universidade Federal do Pará, 2023-03-16) LIMA, Marcelino Carmo de; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
This thesis intends to contribute for historiography about the process of institutionalization of science in schools and your main objective is to analyze the process of insertion of the Natural History in public education in Pará, the characteristics it assumed and the cultural conditions that made possible. The thesis covers a period between 1851 and the initial period of the first Republic, 1891. This initial period of analysis is justified by the fact of the Botany was included in the curriculum of Liceu Paraense, with the creation of the subject Elements of Physics, Chemistry and general principles of Botany, in 1851. The subject Natural History would only be introduced in 1873, when it became part of the curriculum of the Curso Normal, attached to the Liceu Paraense, integrating the subject General Notions of Physics, Chemistry, Natural History and Agriculture, being withdrawn shortly afterwards, 1874. After the advent of the Republic, in 1889, disciplines from the field of Natural History were introduced into the curriculum of Liceu Paraense and Escola Normal, with other disciplines such as Biology, Hygiene and School Hygiene appearing in both schools. The three moments that stand out above constitute the chapters of this thesis, which is based on theorizations of the fields of study of curriculum history, history of school subjects and Cultural Studies. In order to analyze the characteristics, representations and meanings attributed to Natural History in each of these contexts, we rescued the teaching plans and other documents that indicate the specificities that this science assumed in the Pará school curriculum. With regard to the conditions that made it possible, we will investigate, above all, the speeches of the time, printed, above all, in newspapers and government reports of the time. We found, firstly, the presence of activities linked to the field of Natural History, such as those of naturalists and research in Botany at context of the local culture, were important factors for the insertion, at first, of Botany among the Sciences, which constituted the first scientific subject in the curriculum of public education in Pará. Posteriorly, we saw that although there were people with thoughts focused on the insertion of such knowledge in education, proposing its insertion, they did not remain for cultural reasons alleged in the speeches conveyed in the newspapers of the time as being of disinterest. In the last period, that of the Republic, there are indications that this knowledge may have been introduced and consolidated in the culture and in local school system, bearing in mind that there were reforms in order to adapt to a new regime in which science became more valued.
Acesso aberto (Open Access)
A Escola Normal do Pará e a introdução do ensino das Ciências Naturais no Pará (1870 a 1930)
(Universidade Federal do Pará, 2010-09-06) BARROS, Jônatas Barros e; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The objective of the present research is to analyse the curriculum of the Escola Normal Do Para, but to specify on what it will refer to Natural Science that maintained the structure since 1870- 1930. This institute was created in 1871 with the intention to graduate students to become primary schools teachers. Situated in the city of Belem which was the most developed city in the region, the Escola Normal was within the most important structured public institutions of Para. The Natural Science was part of the first curriculum of Escola Normal Do Para, the two being: Physics and Chemistry even though in 1874 these subjects stopped being part of the curriculum. The return of the natural science occurred in the first republic, being Physics, Chemistry and the Natural History. The subjects consolidated with in the period of the first republic. The research analyses this strategy is the presumption that the curriculum is an artifact of the history social, subjected as a change that was reflected and it still reflects today as a relation of power involved in the process of selection and cultural transmission. The other subject that is being analyzed is the considerate study in the curriculum to inform the scientific diffusion, part of the principle is that this process is not symmetric. The scientific knowledge is being created in the most central areas and is being expanded for the outskirts of the suburb, and the scientific knowledge has to interact with the suburban culture, which will be modified and shaped, receiving different values, rather than the ones who pursue them in central countries. The research divides itself in three chapters, the first one has an objective to view the development of the Natural Science of the curriculum in the city of Rio de Janeiro between 1850-1890. This was the central government´s main plan, prior to expand the thoughts for more localization of the country, from the educational thoughts and areas of county council. Within that, we analyze the development of the curriculum in primary schools, secondary school, and ´´normal school´´ in Rio de Janeiro, to specify more in relation to the natural science from the change in law coming from Coutto Ferraz (1854), Leoncio de Carvalho (1879) and Benjamin Constant (1890) which has been determined with changes in the curriculum and the education in general. The second chapter makes a rescue of the curriculum development of the primary and secondary education of the state of Para (1840-1870), this was to view the scenery of the public guideline in the eve of the creation on the Escola Normal Do Pará, what permits to analyse the changes that the institution developed in the scenery . The third chapter in the first moment it reviews the trajectory of Escola Normal Do Pará, in the second moment analyses the development of the curriculum of Escola Norrnal do Pará in relations to the Natural Science, giving evidence that the emergency and the fixation of the scientific knowledge and the distribution of the hourly shift in relations to the others known‟s of the curriculum.