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Among books, authors, and practices: the library of the escola normal de São Paulo and its pedagogical works

Grant number: 21/12663-0
Support type:Scholarships abroad - Research Internship - Post-doctor
Effective date (Start): June 15, 2022
Effective date (End): September 14, 2022
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal researcher:Carlota Josefina Malta Cardozo dos Reis Boto
Grantee:Carolina Mostaro Neves da Silva
Supervisor abroad: Anne Marie Louise Trepier Chartier
Home Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
Research place: Université Lumière Lyon 2, France  
Associated to the scholarship:19/25935-9 - Knowledge and practices in frontiers: toward a transnational History of Education (1810-...), BP.PD

Abstract

This research aims to investigate the collection of the Paulo Bourroul Library, one of the special collections belonging to the Library of the School of Education of the Universidade de São Paulo, and intends to narrate the history of the Library of the Escola Normal de São Paulo, which is at the origin of the referred collection. These two investigative movements, complementary and interdependent, seek to understand the meanings of a library dedicated to teacher training, from the end of the 19th century to the middle of the 20th century; identify and analyze the works that make up the repertoire of pedagogical knowledge addressed to the reading of teachers and students at the Escola Normal and that made up the institution's pedagogical culture(s). As sources, in addition to the works of the collection, there are official documents related to the Escola Normal de São Paulo, and unofficial documents, such as the state's periodical press, which participated in the contemporary educational debate and followed the main events related to the School. From a theoretical-methodological point of view, this research adopts a transnational perspective, emphasizing the dialogues between São Paulo and France, which marked the constitution of the collection, in its first decades. Conceptually, the research also dialogues with references from the cultural history of pedagogical knowledge and the history of books and reading. (AU)

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