"Habilitado" ou "inhabilitado" : os concursos para professores do ensino secundário em Sergipe (1875-1947)

• Ano de defesa: 2016
• Autor(a) principal: Souza, Suely Cristina Silva
• Orientador(a): Alves, Eva Maria Siqueira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: Brasil
• Palavras-chave em Português: Educação; História da educação; Educação em Sergipe; Concursos; Professores (Sergipe); Ensino secundário; Poder (ciências sociais); Atheneu Sergipense; Relação de poder
• Palavras-chave em Inglês: Applications; Secondary education; Power ratio; Teachers
• Palavras-chave em Espanhol: Enseñanza secundaria; Relación de poder; Profesores
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4591

The research object of this thesis is the applications for Sergipe secondary school teachers. The doctoral research has the purpose of analysing the power relations in the administrative process of the applications for Atheneu Sergipense secondary teachers, between 1875 and 1947, linking this establishment recruitmentand selection practices with the legal provisions at national and state levels. Therefore, there were identified and examined forty-six applications for teachersin Sergipe, performing grounding and dialogue of the analysis through the category "power" from the author Michel Foucault, as well as dialogues with researchers that guide studies in theoretical and methodological reflections of Cultural History. Thus, the sources were diverse: records, correspondence, decrees, official journals, speeches, newspapers, laws, applications books, petition and hearings term, school regulations, bill book, reports of the directors, applications theses and others. In this perspective, this thesis argues that during the recruitment and selection practices of teachers for secondary education in AtheneuSergipense, there were power relations mediated by the competitors’ knowledge, by the Congregation hierarchical and vigilante look and by the normalizing sanction determinations from the government, whose interests were collective in favor of school organization, via teachers applications and/or designations. Since the Atheneu Sergipense creation the administrative form of entry for secondary school teachers in Sergipe occurred predominantly through applications provided by the institution Congregationand subsequent approval of government officials, according to the testsregulatory changes, even with the advent of the New State. Throughout this period, there were still some nominations by the government, whether due to lack of candidates that applied or political and social strategies also characterized with a power relationship. Therefore, the dynamics of teachers applications legitimized the professionalization and modelled the kind of teacher trained for secondary education of Sergipe. Thus, this work brings contributions to the History of Education, especially for works that guide the themes in the History of School Subjects and in the History of Teacher Professionalization in specific institutions.