“Os cabouqueiros do edifício nacional”: modelos docentes em disputa em Pernambuco (1889 – 1911)

Abstract

This investigation is inserted in the field of study of the History of Education and its general objective is to analyze the teaching models in dispute in Pernambuco, from the cases of denunciation and disciplinary processes, located between the years 1889 and 1911. Our specific objectives were to examine complaints involving teachers, which became grounds for claims and disciplinary processes generated in the instances of public authorities; we investigated the development of disciplinary processes through specific situations experienced by teachers; and we articulated them with discourses and government actions related to behaviors, values and practices of teachers, considered desirable and appropriate. Aiming to contemplate the analysis of possible transformations in the transition between the Brazilian Empire and the Brazilian Republic, we use as sources the Public Instruction (IP) codices, the City Council (CM) series, the reports of the Inspectors of Public Instruction, the regulations and the newspapers digitalized in the Digital Hemeroteca of the National Library Site. By using the Evidential Paradigm (GINZBURG, 1989) as an investigative posture, we identify and investigate, based on the Discourse Analysis (FOUCAULT, 1971; 1986; 2019), the statements conveyed by government agents regarding the criteria established for admission to teaching and the exercise of "good teaching", correlating these criteria with the cases of complaints and disciplinary proceedings against public teachers in Pernambuco. We take as reference and analyze a specific case - the one of Professor Francisco Marques da Trindade. Based on this case and other situations studied, this research presents as a result the verification that, despite the existence of a set of rules and state devices focused on the inspection and control of teaching practices, there were teaching conducts that were configured as "deviant", which consequently generated conflicts and removals of teachers, facilitated by networks of political, social or family allies, with formal or even informal ties.