School culture through bookkeeping and oral sources: an analysis about Garibaldi School

Authors

DOI:

https://doi.org/10.5007/2175-795X.2018v36n4p1281

Abstract

This article aims to analyse the sources of school bookkeeping found in the files of Garibaldi School (Pelotas, RS, Brazil) from 1929 to 1950. A book of final grades and two books of grades distributed by subject were studied. To complement, narratives by former students were used. Main highlights were success and failure rates during the period studied, the transformation of school subjects along the years, the frequency of school series. City legislation will also be used, to contextualize school sources. In what concerns theory, we search for support in authors who approach school culture and education institutions, such as Julia (2001), Viñao Frago (1995), Chervel (1990). In addition, we highlight how relevant it is that schools preserve their documents, which can turn into important research material for studies on History of Education.

Author Biographies

Renata Brião de Castro, Universidade Federal de Pelotas, UFPel

Doutoranda no Programa de Pós Graduação em Educação da Universidade Federal de Pelotas (UFPEL)

Mestre em Educação (UFPEL)

Bacharel em Museologia (UFPEL)

Patrícia Weiduschadt, Universidade Federal de Pelotas, UFPel

Possui graduação em Educação Física pela Universidade Federal de Pelotas (2003) e mestrado em Educação pela Universidade Federal de Pelotas (2007) e doutorado em Educação pela Universidade do Vale dos Sinos- Unisinos (2012) e atua profissionalmente como Professora Efetiva da Universidade Federal de Pelotas, lotada no Departamento de Fundamentos da Educação- Faculdade da Educação. Professora do Programa de Pós Graduação em Educação.

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Published

2018-12-19

How to Cite

Castro, R. B. de, & Weiduschadt, P. (2018). School culture through bookkeeping and oral sources: an analysis about Garibaldi School. Perspectiva, 36(4), 1281–1301. https://doi.org/10.5007/2175-795X.2018v36n4p1281

Issue

Vol. 36 No. 4 (2018): Dossiê Educação geográfica e suas nuances nos processos de ensinar e aprender

Section

Articles

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