O fazer-se Estado e fazer-se magistério em Iguaçu: funcionarização, agências e experiências (1895-1925)

Abstract

The present work dealt with the process of functionalization through which a group of primary teachers and public teachers from the state of Rio de Janeiro, who ruled schools in Iguaçu in the years 1895 and 1898. This process was investigated through the experiences lived in its trajectories professionals, in conjunction with the normative apparatus that, during this period, regulated public education. The documentary collection consisted of legislations of public instruction, messages of the presidents of state read annually to the Assembly, reports of the directors of public instruction and the periodicals of the time. Through this theoretical-methodological operation, we tried to glimpse how the State was forged, through the regulations around public education, at the same time as it forged the professionalization and functioning of the teaching profession. On the other hand, through his agencies and experiences, this teacher was also in a process of "making himself", through which he also "made" the State. In this sense, the adopted theoretical framework dialogues with Nóvoa (1991), Thompson (1981, 1987), Gramsci (2001; 2007). This study demonstrated the constant attempts of state intervention and control, in the search for the establishment of an instruction that would meet the material and ideological demands that were intended hegemonic in this period. On the other hand, we identified in this group of teachers experiences of agencies and resistance that demonstrate how these historical subjects appropriated the condition of civil servants, and exercised rights guaranteed by this condition. His experiences outside the teaching profession were also considered during the research as part of his "making-of" teaching. Starting from a constant dimensioning and resizing of the object of study, the focus was now on the state of Rio de Janeiro, and then returned to Iguaçu, in an attempt to point out how, in this specific region, public education projects and experiences were being processed teachers. For this, we consider local history as a constituent of the possibilities of becoming astate and becoming a teacher.