A Cultura Escolar como Objeto Histórico

  • Dominique Julia Instituto Universitário Europeu (Florença).
Keywords: School History, School Culture, School Rules and Purposes, Educator Professionalism, Teaching Contents, School Practices

Abstract

The aim of the article is to present the school culture as a historical object. It shows that the school culture can’t be studied with the accurate examination of the conflicting or peaceful relations they keep, each period of its history, with the set of cultures that are contemporary to it. The school culture is described as a set of rules that define knowledge to be taught and conducts  to be implanted and a set of practices that permit the knowledge transmission and these behaviors incorporation. The paper is circumscribed to the modern and contemporaneous period, within the 16th and 19th centuries. The text is developed according to three axles, interesting perspectives to understand the school culture as a historical object: to become interested in the rules and the purposes that govern the school; evaluate the role performed by the professionalism of the teacher’s work; to become interested in the taught contents analysis and the school practices.

 

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Author Biography

Dominique Julia, Instituto Universitário Europeu (Florença).
É diretor de pesquisas do CNRS, antigo prof. do Instituto Universitário Europeu (Florença), e especialista em história religiosa e história da educação na época moderna. Publicou Les trois couleurs du tableau noir. La révolution (Paris, Berlim,
1981) e, em colaboração com Marie-Madeleine Compère, Les colléges français (XVIXVIII
siècles), 2 vols. (Paris Editions du CNRS-INRP, 1984 e 1988). Dirigiu o vol. Enseignement de l’Atlas de la Révolution française (Paris, Editions du EHESS, 1988).
Published
2012-02-16
How to Cite
Julia, D. (2012). A Cultura Escolar como Objeto Histórico. Revista Brasileira De História Da Educação, 1(1 [1]), 9-43. Retrieved from https://periodicos.uem.br/ojs/index.php/rbhe/article/view/38749
Issue
Vol 1 No 1 [1] (2001): Janeiro/Junho
Section
Original research

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