A escola normal de natal (Rio Grande do Norte, 1908-1971)

The research aims to analyze Professor Education in Natal, Rio Grande do Norte-Brazil in the period of 1908 to 1971. The work falls under the theme History of Scholar Institutions as well as Professor Education. The research investigates the evolution of the so called Normal School, a school that aimed professor education. It was based on assumptions by works of Chartier (1990), Chervel (1990), Elias (1994), Nóvoa (1987), Schriewer (2000), amongst others. The research dealt with a great array of documents in different institutions such as Minutes, Public Instruction Management Reports, Laws, newspaper articles (from the newspaper A Capital, A Ordem e A República), magazines such as Pedagogium (1921-1940); all of which present in the Geographical and Historical Institute of Rio Grande do Norte in Brazil. In the State´s public archive it was possible to find a book called Livro de Honra (1914-1919) as well as class diaries and books that contained details related to Scholar group Inscriptions. In the Atheneu Memorial the Atheneu Congregation of Normal School (1897) document was analyzed. In the Kennedy Superior Institute the researcher analyzed the Professor Nominal Graduation Registry Book. The work proposes a comparative study regarding the genesis present in the Lisbon Primary Normal School and the ones situated in Natal. The analysis dealt with institutional meanings attributed by educators. Documents from The Portuguese National Library as well as the Lisbon Superior Education School were analyzed. In this in environment, it was possible to analyze documents such as Minutes, Books, Manuals, Internal Regiments related to Pedagogy. The study allowed acknowledging that these Normal Schools emerged from the same historical substrate and present consonance between the two countries regarding once both were associated with politicians, professors, doctors, hygienists and professionals evolved with education. It was also possible to acknowledge that there is a presence of a pedagogical discourse attached to the primary school universe and professor education. The Natal Normal School was present in different contexts and was consolidated as an institution that was responsible for the education and preparation of primary school teachers. The school was considered a locus where it was possible to produce and work with specific knowledge in a peculiar fashion. This knowledge provided the necessary support for professor education and was in accordance with the world´s professional pedagogical movement as well as ideas, discussions and reflections. This school was considered a space for pedagogical activities, professional affirmation allowing action reflection enabling professor representation as knowledge producers legitimating professor instruction

Luiz Antônio dos Santos Lima e o seu legado educacional (Natal/RN, 1910-1961)

This research aims to analyze the intellectual practice of Luiz Antônio Ferreira Souto dos Santos Lima. This is done considering the author´s legacy related to the History of Education in Rio Grande do Norte/Brazil in the time span of 1910 to 1961. Thus, the research is grounded on assumptions that rely on the Cultural History field. The research also dealt with dialogues between the author and Chartier (1990), Elias (1994), Morais (2003; 2006), as well as Gondra (2003). For the bibliographical research the work dealt with a vast array of documents such as newspapers called A República and Diário do Natal, Pedagogium, Revista do ensino, as well as state laws and decrees These documents were obtained at the Historical and Geographical Institute in Rio Grande do Norte. The research also dealt with School Bylaws and a medical doctoral thesis called Mental Hygiene and Education that was written by Luiz Antônio dos Santos Lima. Other documents were obtained at the State´s Public Archive, such as the Book of Honor, Work Records, Reports and Minutes of the General Directorate of Public Instruction Meetings. It was possible to infer that professor Luiz Antônio dos Santos Lima was teacher at Grupo Escolar Augusto Severo, the Atheneu as well as some local grade schools. The professor had a broad role in society, in administrative positions such as the Presidency of the Association of Teachers of Rio Grande do Norte, as Grade School Director in the School of Pharmacy and the State Education Department. He was also a member of the Academy of Arts and a partner at Historical and Geographical Institute in Rio Grande do Norte. The professor has also concerned with issues related to teaching good habits such as feeding, grooming, discipline, game morals, temperance, smoking, sex education; all of which necessary for the formation of healthy children. He was an enthusiast of an intuitive method and teaching lessons through practice, that he considered key elements in education. It is seen that professor Luiz Antônio dos Santos Lima had presence in the State´s health education and that his ideals were line with the ideal of modernity of the early twentieth century

A educação da mulher norte-riograndense segundo Júlia Medeiros (1920-1930)

This present work has the aim of reconstruct the biographical profile and the practices of the professor and journalist Julia Medeiros in the county of Caico, State of Rio Grande do Norte, in the 1920 s and 1930 s, justified by the visibility of this professor during the construction of the lettered society from the mentioned State and the participation in potiguar press. How were the women and educator s representations in the 1920 s and 1930 s ? With the aim to get answers, I use as sources, the Public Archive of Rio Grande do Norte and the Geographical and Historical Institute of Rio Grande do Norte, the newspaper of that time, as the available issues of Jornal das Moças (1923-1932), magazines, letters, pictures, and interviews with relatives, ex-students and friends of this intellectual woman. It was noticed that she stood out as a professor at School Group of Senador Guerra and as a journalist, sending opinions about everyday life. With this analysis, it configures, in part, her time and the history of education in Rio Grande do Norte, with the participation of teachers. Despite of her importance during the construction of education and citizenship of women, Julia Medeiros lived the two sides of the same coin: visibilty and anonymity

Escola para os filhos dos outros: trajetória histórica da escola industrial de Natal (1942-1968)

This paper presents a reconstruction of the historical trajectory of the Escola Industrial de Natal (Industrial School of Natal), in the period 1942 to 1968, based on the analysis of its cultural, social and pedagogical characteristics in a process in which its educational practices and the individuals who constructed them were getting involved in their actions. In this sense, the concepts of memory and school culture occupied a central place to understand the elements that characterized its administrative and pedagogical organization such as, for example, its curriculum, aims, disciplinary rules, clientele, teachers, leaders and the configuration of the institutional power. Designed to meet the demands of an industrial process that has strengthened in the country, throughout its history, the Escola Industrial de Natal was becoming a space predominantly occupied by individuals, from economically disadvantaged social groups in society, in search of a professional training that would guarantee them the exercise of a profession. The time frame from 1942 to 1968 allowed us to verify the changes caused by the Organic Law of Industrial Education of 1942, and the Law number 3.552, from 1959, in the organizational structure of this school. In this context, a characteristic that was evident was the purpose of making it flow between the students the love for the country, the respect for civic values and the belief that industrial education would be able to boost the country's development, an aspect that reached a bigger dimension from the 1950 s. Marked the disciplinary character of this institution the control over the actions of individuals, developed through its multiple educational practices in specific areas and in the predetermined time, under the constant gaze of those who participated, in some from, in driving this process. On the other hand, the vocational and human training, provided to students, allowed new opportunities for social integration, not only in the state of Rio Grande do Norte, but also in other regions of Brazil. Conversely, during his career, the Escola Industrial de Natal has remained being seen as an organized institution, with good teachers, but intended for the children of others

O memorial autobiográfico: uma tradição acadêmica do ensino superior no Brasil

The thesis has as object of study the autobiographical memmorials. The general objective is to describe the history of the memmorial as an academic tradition of higher education in Brazil. Considered a hybrid genre, memmorials are known for focusing on life stories from a scientific perspective. The investigation revolves around three intertwined branches: History of Education, educational practices and language usages, which allow us to conduct a dialogue with multiple theoretical-methodological references with a view to supporting our analyses. The corpus used for the analysis was made up of 40 autobiographical memmorials, distributed as follows: 16 academic memmorials, dated from 1935 to 1970; 07 academic memmorials, dated from 1980 to 2007; and 17 formation memmorials, dated from 1995 to 2000. In this corpus, we also included official documents, which relate to legislation contained in edicts, resolutions, ordinances, regulations, which we used with a view to: 1) getting to know and understanding the big picture of higher education regulation in Brazil and the aspects related to the higher education teaching career; 2) investigating the text of memmorials in the light of the injunctive discourse characteristic of the edicts and resolutions in which they were based. The analysis of the memmorial supported by the legislation which regulates it allowed us to reconstitute the image of the professor throughout 80 years in the Brazilian public university. For this purpose, the study was conducted in the theoretical-methodological perspective of the (auto)biographical research in Education and of the sociolinguistic studies on discourse genres and discursive traditions. The investigations reveal the memmorial as an academic genre in which the professor's academic-professional history and the history of the higher education teaching career in Brazil intertwine. Anchored in the Bakhtinian perspective on discourse genres, according to which the memmorials evolve and become more complex as their contexts of usage also evolve and become more complex themselves, the results of our analyses allowed us to correlate genre changes to the sociohistorical context and to its usage as an educational practice in the university, in the decades under study. Therefore, the analyses showed that these self-writings: go from latent subjectivity to pure objectivity from the 1930s to 1960s; they show total annulment of the subject from the 1960s to the 1970s; they reappear in the 1980s, having Professor Magda Soares' memmorial as perspective; they expand and diversify from the 1990s onwards, taking on a formative role and a perspective of future as well. So far as language usages are concerned, we investigated the relationship of the subject with the language, especifically the manifestation of alterity on the discursive tissue of the memmorials. In this branch, the analyses pointed to the influence of the authoritative discourse on the formation of the professor and of the injunction and reinventing discourses on the authorship process. Therefore, the autobiographical memmorial reveals itself as a specific expression of the Brazilian academy's cultural sphere and allows us to confirm the hypothesis that each memorial tackles a singular-plural situation, by presenting a dialectical articulation between private and public, according to the institutional structures, in which and with which the professor has already formed him/herself and with which he/she dialogues

A formação de professores surdos de Libras: a centralidade de ambientes bilíngues em sua formação

The study object of this thesis intertwines the history of deaf education in the last 30 years in three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba, the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and works in these educational institutions for the deaf and our own journey, as a teacher and researcher. The study was conducted on the theoretical-methodological principles of (auto)biographical research in education and socio-historical studies on the social formation of the human. The corpus used for analysis was consisted of six narrative interviews conducted in sign language and transcribed into portuguese, documents and personal files and institutional. The analysis allowed us to define three hinge moments of this story: the creation of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism (1995 to today). The analyzes show that the trajectories of teacher formation of the research participants reflect the history of the three schools which have costituted bilingual social spaces of paramount importance to the subjects and the deaf community as a group of linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate between the two generations of research participants. The generation of heirs of oralism, which had delayed access to the Libras and lived an education referenced in oralism, whose reminiscences of childhood and adolescence are strongly marked by suffering for the lack of communication, which hinders their social and professional career until today. And the generation of the sons of bilingualism, the youngest in age, who had childhood access to Libras and education within the framework of bilingualism, whose reminiscences are not marked by suffering and have a positive vision of the future. With respect to your teacher formation, three figures stand out as a teacher. The teacher's improvised, closer to the first generation of teachers who were called to teach without proper training. The figure of the teacher craftsman, which corresponds to the image that most of them have of yourself now, understanding that their knowledge are based on the exchange between peers. And finally the figure of the real teacher, which stands on the horizon of expectations as future graduates in Letters |Libras. The narratives allowed to realize that the evolution between these figures is based on the contributions of the other: hearing teachers of EDAC and the Federal University of Campina Grande and deaf teachers of the two generations who learn from each other. The analyzes and reflections allowed to defend the thesis of the centrality of bilingual environments for the establishment of the deaf person as a citizen with full rights, based on the voice of the deaf, muted by the history of education, conducted by listeners

Conceitos e práticas educativas nos regimentos escolares no Rio Grande do Norte (1910 1930)

This research aims to analyze the concept of childhood in the dimension of educational practice, which is present in the regimental school and historically constructed power relations during the period 1910 to 1930, in Rio Grande do Norte. To contextualize this study, it is necessary to address the Bylaws of the School Groups (1915), the Internal Isolated Schools (1925) and Education Reform (1916). The expansion of education in the State, aiming at preparing the individual for the new capitalist social order was the concern of all governments of the first republic. During this period, the school is conceived as a privileged scenario of a set of practices aimed at disciplining the children, to explore, in some respects, the concept of childhood. Over time, this cocepção was constructed historically. In addition, the school receives children, which in the late nineteenth and early twentieth century, are inserted into an educational process in line with the state, embodied in laws, regulations and school discursive practices

Gestão democrática nas escolas: a atuação dos diretores escolares e os desafios para sua consolidação na rede municipal de Natal/RN

The democratic management is a challenge for education, on the one hand for its actualization needs a link between the government and the educational institution. From that, research aims to understand the main challenges faced by the school administration to consolidate the management of public schools in Natal/RN. Against this context the methodology used was multiple cases, qualitative approach in which respondent were manager (director, deputy director and coordinator) of the four municipal schools and two representatives of the Democratic Management Commission of a Government departament of Education, Natal/RN. The analysis was made by peers, between schools that had grade superior IDEB that average stipulated by the federal government and two that had grade lower and between managers and representatives of the Secretary. Were used techniques of categorization and content analysis of the speeches of respondents. Was note that managers understand the importance of the participation about whole community in the democratic management, however only one school highlighted means of attracting the parents against to the difficulty of representing these. The lack of knowledge about the democratic management is evident mainly in the pair of schools with lower IDEB. That schools with a lower IDEB adhere to this management as a way to meet rules. So unanimous, the broad role of director hampers knowledge about the legislation. About relationship of the Government department with managers, there are some contradictions between the understanding of the role of the coordinator by managers and representatives of the Government department. It was perceptible the no uniformity about a good relationship between managers and Government department. It was notable features of democratic management in all school units, well as the efforts of the Government department in this scope. However there are also undemocratic features that deserve further study

Mãe-esposa e professora: educadoras no final do século XIX

This text is organized through discussions undertaken in the area of the History of Education in Rio Grande do Norte, circumscribed to the History of Women from the first decades of the Brazilian Republic, and to the analysis of what was expected of this education. We examined representations of women in Natal, between 1889 and 1914, with the goal of configuring relations between the sexes with the emphasis on moral, intellectual and pedagogical aspects required of these women. As documental sources we utilized the educational, civil and criminal Legislation, on a National scope, as well as on a State and Municipal scope. We circumscribed our search to the newspaper A República, in which we found literature that circulated in Natal in the form of pamphlets, short stories and poetry, as well as other texts by authors that were part of the corpus of analysis of this study, located in public and private archives in Rio Grande do Norte, such as the Historical and Geographic Institute of Rio Grande do Norte (IHGRN) and the State Public Archive of Rio Grande do Norte (APE-RN). The use of the indexing method and the propositions of Cultural History were the appropriate theoretical-methodological framework to complete studies of this nature. This operational perspective permitted us to elaborate nuances about this time of transition from the 19th to the 20th Century, and to spotlight the fire of the women from this period. The basis of the argument that related women to maternity and domesticity, and within the ideals of abnegation and religious leadership, aligned to a demand coming from the increase in the quantity of schools for women, allocated women as the most appropriate for superior in educational performance in the country, based on its foundations: primary education. Beyond the universe of formal education, the other side of women appeared in republican politics. The mother-spouse and the institutionalization of domestic education associated the female gender with the role of educator at home as well. Be it in the public sphere, as a teacher, or in private, as mother-spouse, female care is perceived in this configuration, as an educational base that the Republic, and in transition, bequeathed to the Brazilian 20th Century

Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre

Nowadays the discussion about providing a quality education for all students is more and more recurrent, including for those who have special educational necessities. The discussion increases regarding that it is not enough to include these students in the regular school, but also to provide conditions of learning and development. This requirement implies changes in the educational system, as well as in the teachers‟ everyday; and these changes manifest themselves through the complexity of the functions which are assigned to the teachers and the school. The news that are generated from the perspective of the inclusive education asks for new formative models for teacher‟s performance, once he tries to (re)build knowledge, knowings and doings among troubles and conflicts as a way to decrease the impact caused by the necessary transformations. This research approached this context in order to understand the social representation about the inclusive education from teachers who work in the regular public school system in the Municipality of Cruzeiro do Sul, State of Acre. To approach the symbolic content, we elected the Multiple Classification Procedure (MCP) as the methodological approach. For that, it was necessary to apply the Technique of Free-Association of Words (TFAW) to 60 participants what provided data to the first step of the chosen methodological procedure. The criterion of choice of the participants took into account if they dealt with student who has special educational necessities and with public schools. Later, we applied MCP to 50 teachers from specialized course in inclusive education subgroup 01 and 30 teachers who has no specialized formation subgroup 02. The collected data from this step was examined through multidimensional and content analysis for a better understanding of their symbolic dimensions. The results from the multidimensional analysis showed that the subject inclusive education‟ for subgroup 01 involved the following facets: circulating discourses that meant the naming of the characteristics that teachers think indispensable to inclusive education; teachers in relation to the inclusive practice that was focused on the relation between teaching and included student, and repercussion to the student that showed the advantages that the inclusive education provided to the student who has special educational necessities. Subgroup 02 dealt with the following facets: characteristics of the included student that approached teachers‟ view on this student; negative aspects that regarded the naming of the obstacles in the achievement of inclusive education; and teacher‟s relations to the inclusive education that approach professional, affective, and formative elements. The content analysis revealed four categories: disagreeing concepts; conception of inclusive education; dimension of the teacher‟s inclusive doing, and difficulties and resistance to carry out the inclusion of a student who has special educational necessities in the regularschool. Both analyses multidimensional and content one showed that the constitution of elements in a social representation of inclusive education was a mixture formed by the characteristics of this sort of education and the school integration, materialized on the figure of the different‟ student. The representational field of the subject inclusive education‟ was associated to the social representation of the student who has special educational necessities, making clear the deficiency/ difference, and causing the difficulty of the teachers in achieving what they say about the phenomenon

Em nome da república: escolas e tradições modernas

Our research aims to analyze some institutions of primary education in so-called First Republic in Natal/RN, when they were considered high standard institutions on training, dissemination and creation of national identity and republican traditions. Thus, we investigated to try to understand the creation of the new man and the invention of new traditions to confirm the status of republican modernity in two schools in Natal, the Colegio Americano, a private one, and a standard model of school, Augusto Severo, which is a public one. As a basis we have the history of institutions to analyze, paying close attention to consider the use of imitation in cultural patrimony as well as the use of strategies to distinguish. The concept of ownership follows, for present purposes, their focus of study on observation of diverse and contrasting use of these cultural objects, texts, readings and ideas from research institutions. For analysis of the link which occurs within the school environment, in every period of its history, we used the concept of school culture as a set of rules and practices which define knowledge to teach and conduct the introject. A culture that incorporates the school to keep a set with other religious cultures, political and popular of its time and space. In this sense, the educational institutions which we studied while showing what kind of in this work by preparing cultures, codes, different practices, and specific individuals they have, they were in important locations to provide modern cultural appropriation as a strategy for educational innovation and a factor of rationality and efficiency which could be observed and controlled, so gradually the modern school education was organized to produce its own society. As a challenge of affirmation and incorporating diverse social experiences to produce the modern, civilized man of the Republican time, the school, as part of the social life, which is singular in its practices, not only the set of reforms, decrees, laws and projects, but also as expressions of concept about life and society in terms of material, symbolic and cultural symbols in the social context in modernization. We focused on these two schools, because inside the wide cultural and material status of the city, they were the first republic schools which had the goal of having men and woman together culturally , with a view to adapting them to the modern movement to make them civilized / educated / rational . On this view, we would emphasize that this statement needs a reinvention as a new way through what is made at the schools which production of new spaces, practices, rites and what represents school, making and expressing a new identity, modern, different of the old symbols of the Empire. For this, nothing better than the organization of schooling, emphasizing on educating the individual and his/her responsibilities with the order and progress. We need to understand the past as a result of conflicts, including strengths and limitations within the historical and social context, and the invention of tradition as a process of formalization and ritualization of acts which want to perpetuate, as a reference to a group identity. These are practices and social educative representations which support the understanding of pedagogical and educational ideas at this historical moment, making a new way of being and doing in the Republican universe

Entre cristo e o diabo:o ideário do Colégio Americano Batista do Recife (1902-1942)

Due to lack of work on the history of Baptist schools in the Northeast region of Brazil, it is important to understand through a historical reconstruction of the Baptist Protestant education. We embarked on this venture as a chance to understand the presence of Protestant schools, and his ideas on Brazilian soil. Our goal is to promote a reflection which has the axial dimension of the Baptists Protestant education, in time, we will place the debate between 1902-1942. The temporal boundaries of 1902-1942 was because 1902 was when he started the American Baptist College of Recife in 1942 and that ends the cycle of managing directors of Americans. Understand the functionality of time a school is justified when we realize that the history of education is the story of a work of self and formation within a framework that has the school as the main support that can enable a reading of reality. We also intend to examine the school culture brought to Brazil by American missionaries and their applicability in the Brazilian cultural-historical context. And just to demonstrate the hypothesis that the educational contribution of Baptists added to the participation of other Protestants promoted advances in Brazilian society. Possibly taking for granted that the Baptists were in possession of the democratic ideals of religious freedom, taken by many representatives and religious version of the republican regime. In addition to promoting a model in Brazil to make different methodological schools, based on the ideals of new school and ethics of the Bible. Our proposed research aims at understanding how North American missionaries settled in Brazil and what were the purposes of adding to the efforts of evangelization to formal education, binomial that justified the establishment of schools. A vision of saving men for evangelization and education of the Devil attack victims over the ethics of Christ

Anália Maciel: a educadora, a escola, a cidade

This study aims to reconstruct the story of Education of the School called Desembargador Vicente de Lemos in the city of Senador Elói de Souza in Rio Grande do Norte in Natal- Brazil. This is done considering activities that were realized by the teacher Anália Maciel. Since the worl deals with an investigation that is related to Cultural History field, the research emphasized the school as well as the presence of female teachers, in particular Anália Maciel. Concepts present in the work of Chartier (1990), Burke (1992), Le Goff (1992) and Morais (2002) were used in order to comprehend the transformation process in which local schools have been through. This is also done considering the state educational actions of behalf of the teacher. The documental fonts regarded available records such as Governmental correspondence, Law and Decrees. The information fonts used were available at the The Geographical and Historical Institute of Rio Grande do Norte as well as the State s Public Archive. Other information fonts were newspapers such as A República, Diário de Natal and Tribuna do Norte. Some people that were contemporary with the teacher and were there when the school was created were interviewed. Discourses from the decades of 1930 and 1940 were analyzed. The research was guided by the History of Education and Scholar Institution field of analysis. The research also allows to reflect on the pedagogical practices of the time and permits to understand a past-still present -as well as all the development of process that the education went through in the historical context of the city of Senador Elói de Souza. It was also possible to acknowledge that the creation of the school represented thoroughly a landmark in the education in this city and it contributed in a determinant manner for the formation of the students

Proposta para uma abordagem do conceito de oxirredução no Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade de Educação de Jovens e Adultos Educação Profissional Técnica de Nível Médio (PROEJA)

The National Program of Professional Education Integration with Basic Education for Youngsters and Adults (PROEJA) Technical Professional Education Ensino Médio has opened a new chapter in the history of education in Brazil, making possible the integration of basic education and professional education. This new form of education, which is still in its early implementation, presents a series of challenges to be overcome. Specifically about the teaching of Chemistry, didactic material to match PROEJA s specific needs is practically inexistent. Thus, this work has the purpose of developing didactic material for the teaching of Chemistry for Professional and Technological Education of Youngsters and Adults in the courses of Electronics, Technical Electronics and Maintenance and Support for Computing at Instituto Federal de Educação,Ciência e Tecnologia do Rio Grande do Norte. This material aims at working chemical concepts of oxi-reduction reactions through a theme approach following Freire s conceptions for the teaching of Youngsters and Adults

A educação como instrumento na construção do imaginário republicano: Grupo Escolar Barão de Mipibu (1909-1920)

The purpose of this study is to search the school group Barão de Mipibú/RN, which is located in a city called São José de Mipibú. The aim of this work is to discuss about the use of education as a tool for the formation of the republican imaginary society norte-riograndense. We defined a period from 1909 through 1920. The choice of this work is about how this could be important to the Brazilian History of Education and local, as well as for Cultural History and extends to studies of everyday school life and history of school disciplines. Their achievement was through bibliography search and document analysis. The first was through a review of bibliography on the national and local historiography about the School Groups and productions of the Brazilian Republic. The last one, through the following sources, namely, just the same building of the school group Barão de Mipibú, furniture inventories, class daily, terms of visits of Education Directors and reports of the Directors, book Our History by Rocha Pombo, Educational Legislation, Legislative Congress posts, the decree of creation of School Groups, in particular Barão de Mipibú and the Group Model Augusto Severo, as well as the internal statute and finally, interviews with Alumni of the 50s. The study is inserted in the history of education and as the theoretical to assist in the analysis of sources on the imagination of the study, we looked for support in Jacques Le Goff (1994), Bronislaw Bazcko (1985), Cornelius Castoriadis (1982). At the end of this work it was possible to get the understanding that the Republican government found in the educational Field, one way to spread their ideals and collaboration in building the social Imaginary of the republic, which was constituted in the early twentieth century.