A Formação das alfabetizadoras do Triângulo Mineiro e Alto Paranaíba – histórias construídas nas teses e dissertações - 1946 a 1979

Abstract

This exploratory and bibliographic research was realized from the selection and analysis of 5 thesis and 15 dissertations that discuss the female teacher’s formation to act in literacy at Triângulo Mineiro and Alto Paranaíba, in the period of 1946 to 1979. We pursued, in the minors indications, analyze the formation of female teachers of Normal School and Teaching, and the relation between the feminization and the teaching profession. Formation of literacy teachers, the feminization of teaching and the influence of church in the formation of female literacy, were chosen as evaluation category. We used as theoretical methodological basis for the development of the study, the New Cultural History, using the dissertations and thesis as source and object to construct the study. Inside this historiographic conception, we realized that analyze the formation of female literacy is necessary from the investigation about the culture, representation and imaginary, so the individuals give sense to the world through this representation. In this theoretical context, after the analyzes of the selected works, we detected the importance of this work which set itself as a study which will contribute with a discussion about the strong presence of women in literacy classrooms in the period of 1946 to 1979 in the sense of elucidate also the role of Catholic Church in the formation of primary school teachers and pretexts that directed the women to the teaching. From the analyzes of the researches we evinced that the chosen for the teaching wasn’t justified from a desire, a gift or a dream in becoming a teacher. The female students were directed to the profession because of elements as: family desire, lack of financial conditions and moral order from the Christian values released by the Catholic Church, which associated the patience, the sweetness, the maternity, the respect to the catholic values with the imaginary of the female literacy.