<b>Moralidade, vocação, prudência e desvelo: a difícil arte de ser professor primário no Pará imperial (1838-1851)

Alberto Damasceno

doi:10.4025/actascieduc.v39i4.36998

<b>Morality, vocation, prudence and caring: a hard art to be a primary teacher in the imperial state of Pará (1838-1851)

Alberto Damasceno Universidade Federal do Pará http://orcid.org/0000-0003-1620-6735

DOI: https://doi.org/10.4025/actascieduc.v39i4.36998

Keywords: primary school, Empire, teaching.

Abstract

This article aims to investigate the condition of primary education teacher from the point of view of the presidents of the province of Pará, from the discourse of Soares Andréa in 1838 to the law 203 of 1851, approaching those days idea of a good teacher, the opinion about the teachers at work in the province and the actual conditions in which this professional acted. In their reports, speeches and discourses, presidents dealt with the general state of education and pointed out teachers in this scenario, highlighting their more specific comments on this professional as well as the conception of his work, as well as the established guidelines and requirements. The article is the result of a broader research on public education in Pará during the Second Empire, more specifically, between 1840 and 1852.

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Author Biography

Alberto Damasceno, Universidade Federal do Pará

Arquiteto pela UFPA, Especialista em Educação e Problemas Regionais pela UFPA, Mestre em Educação Escolar Brasileira pela UFG, Doutor em Educação pela PUC/SP. Professor Titular da Faculdade de Educação do Instituto de Ciências da Educação da UFPA. Professor do Programa de Pós Graduação em Currículo e Gestão da Escola Básica da UFPA. Pesquisador em História da Educação e Planejamento Educacional. Membro do Instituto Histórico e Geográfico do Pará.

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Published

2017-09-01

How to Cite

Damasceno, A. (2017). <b>Morality, vocation, prudence and caring: a hard art to be a primary teacher in the imperial state of Pará (1838-1851). Acta Scientiarum. Education, 39(4), 359-370. https://doi.org/10.4025/actascieduc.v39i4.36998

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Issue

Vol 39 No 4 (2017): Oct.-Dec.

Section

History of Education

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