Mulher e educação: vozes, saberes e vivências de professoras na Escola Normal do Ceará/Instituto de Educação do Ceará

Abstract

This research investigated the involvement of women with formal education intertwined with the Normal School of Ceará/Instituto de Educação do Ceará. The study aimed to build a narrative that would make it possible to historically understand the access of women to the educational scene, and to enable these teachers to have visibility as professionals involved with the teaching profession, demonstrating their importance in the training of teachers, as well as recognizing the struggle that faced to occupy an educational space. It was used as a starting point the historical moment in which the woman starts to be understood as a subject that can be educated, since, for centuries, they were excluded from the social scene. The theme was understood in a broader way, bringing, in addition to the education of women as an emergency of modern society, brief contributions on public education in a movement to situate women as students and teachers, highlighting, in this context, the process of feminization of teaching, a phenomenon that continues to be naturalized in the contemporary world, but which has historical roots. The study subjects were nine teachers who had their professional history intertwined with an institution. The first three teachers linked to Escola Normal do Ceará, where it was possible to understand them through their written productions, even though they belonged to a society that doubted whether women were capable of occupying the intellectual world. And the other interviewees are linked to the Instituto de Educação do Ceará, the name that Escola Normal later became known. The work was carried out through a qualitative research, using historiographical records, and the use of Oral History as a methodology, using the interview resource to obtain testimonies from teachers, which contributed to our understanding of the involvement of women with education. Through the articulation of voices, knowledge and experiences of the women present in this study, it was possible to reflect on the teaching profession and the condition of women in society, focusing on the understanding of women as an active subject in history, where the knowledge constructed and experienced interferes in the our perception of the world, in the relationship with others and in the act of educating.