A criação do colégio de pedro ii e seu impacto na constituição do magistério público secundário no Brasil

Abstract

This work is linked to a broader study whose object of study is the process of building a specific professional identity of a segment of teachers-public secondary teachers-in Brazil. It is the first collective product of our research group. Such research starts from an institutional outline and studies Colégio Pedro II (Pedro II Secondary School), which is created by the imperial government in 1837 and, after the Republic, is maintained by the federal government and keeps, until the mid-twentieth century, the character of model institution of all secondary education in Brazil. The text is divided into two parts. In the first one, we intend to identify the institutional program that informed the creation of Colégio Pedro II. In the second part, we develop a preliminary study on the first generation of Colégio's teachers, appointed from 1838 to 1847, and we seek to establish a general characterization: forms of recruitment; distribution by different disciplines; teacher categories provided in the statutes of 1838; the trajectories inside Colégio, including the time teaching at the institution; academic qualifications; previous teaching experience; the other educational/cultural institutions where they worked, among other aspects. The main theoretical references are the studies of two French sociologists who have looked into the process of construction of teacher professional identity: François Dubet and Claude Dubar.