Aprender a ser maestro/a en las Escuelas Normales de Brasil y España en los ochocientos
Resumo
Las escuelas normales, tanto en Brasil como en España, fueron propagadoras de un modelo de mujer y de maestra para las escuelas primarias durante el siglo XIX. Las dos se asemejaran en los objetivos de profesionalizar a partir de los principios científicos, de las teorías pedagógicas y de hacer una asociación entre el trabajo docente primario y los papeles idealizados socialmente para las mujeres. En esta línea, este artículo presenta algunos rasgos históricos y pedagógicos que justifican la denominación y surgimiento de las escuelas normales en Brasil y España y, sobre todo, el reconocimiento de esto tipo de escuela como aquella destinada a la formación profesional femenina.
Palabras clave: escuelas normales, profesionalización, feminización
Learning how to be a teacher in normal schools in Brazil and Spain during the XIX century
Abstract:The so called Normal Schools, both in Brazil and Spain, were the places used to propagate a model of women and teacher for the primary schools during the XIX century. Some similarities between them were their scientific premises on education, on the pedagogical theories and the relationship between teacher work and the idealized roles for women. The present article intents to show some pedagogical and historical characteristics that justify the name and the origin of the Normal School in Brazil and Spain and, specially, how they were recognized as the school for female professionalization.
Key Words: Normal Schools, professionalization, feminization
Palabras clave: escuelas normales, profesionalización, feminización
Learning how to be a teacher in normal schools in Brazil and Spain during the XIX century
Abstract:The so called Normal Schools, both in Brazil and Spain, were the places used to propagate a model of women and teacher for the primary schools during the XIX century. Some similarities between them were their scientific premises on education, on the pedagogical theories and the relationship between teacher work and the idealized roles for women. The present article intents to show some pedagogical and historical characteristics that justify the name and the origin of the Normal School in Brazil and Spain and, specially, how they were recognized as the school for female professionalization.
Key Words: Normal Schools, professionalization, feminization