Professores em movimento: a emergência do associativismo docente na Corte Imperial

Abstract

The aim of this work is to study is the teacher associations in primaryschools of the Imperial Court, considering the association as an important reading key to think about the professionalization of teaching.The time frame of this study is the second half of the nineteenth century,because during this period, the social relations in society became more complex, as in the reforms of the teaching laws, leading, among other factors, an increasing control of public education. The teachers were at the center of this dispute, not only as enforcers of a policy conceived outside of teaching, but as proponents and doubters. At this pointproliferated written claims of teachers and written protests in which they stood in front of a wide range of subjects, complained, opined, asked and proposed, in an organized manner, having meetings and writing.To think about the organization of teachers, it should be considered thisconstruction as a result of a strained relationship between the representations imposed by those in power to classify and name, and the definition of acceptance or resistance that each community produces of itself. Therefore, to study the teacher associations, I tried to understand the associations within a battleground. Disputes about the contoursand boundaries of teaching, between the state and teachers and among teachers themselves, each in its own way, helping to define the teaching activity in the nineteenth century. Disputes that have marked the professionalization of teaching, the reproduction of the letter, the State control, working conditions, different forms of organization, meetings and discussions of educational conferences until the consolidation of teachers associations, which played a decisive role in legitimizing thebehaviors and attitudes that should make up the repertoire of representations and actions of teachers in society and the state.These points worked throughout the thesis allows us to understand thechanges over time, as well as identify continuities, traces to this day kept in the configuration of the social functions assigned to the teacher and the teaching profession.