伊莎贝尔在信中提出了她的要求:教师和书信体。阿根廷罗萨里奥(1875 - 1879)

IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Paginas de Educacion Pub Date : 2016-12-02 DOI:10.22235/PE.V9I2.1300
Micalea Pellegrini Malpiedi
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引用次数: 0

摘要

本研究围绕学校、教师和信件这三个词来分析两个主题。第一个承诺是妥协的,考虑阿根廷教育制度的兴起如何影响女教师参与教育实践。19世纪末,阿根廷庄园认为女性形象最适合推动师范学校的教化行为。这些信念被她的“天赋”所证明:对他人的关心和倾向。在第二个承诺中,我们推断这个问题,以反映自己的妇女如何重新制定这一处方,以逃离私人家庭空间,以便在属于男性(公共)和男性(机构和部门代理人)的空间中建立新的关系和谈判。调查这些女性的能力声称,教师必须就他们认为公平的东西请愿,因此他自己,他挑战当时流传的关于“教师”的本质主义论述的能力。我们将从一位年轻的外教伊莎贝尔·柯立芝的书信中分析这段人生经历。
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ISABEL PONE EN CARTAS SUS RECLAMOS: MAESTRAS Y EPISTOLARIOS. ROSARIO, ARGENTINA (1875 – 1879)
The present work aims to analyze two topics around three words: school, teacher and letter. The first commitment is compromised to think how the rise of Argentine Educative System operated over the female teachers’ participation in the educational practices. At the end of the nineteenth century, the Argentine Estate considered that the female figure was the most suitable to drive the civilizing act of the normal school. These beliefs were justified by her “natural gifts”: care and predisposition towards others. In a second commitment, we extrapolate this question to reflect how this prescription was reformulated by the own women to escape from the private domestic space in order to establish new relationships and negotiations in spaces which belonged to male (public) and males (institutions and ministry agents). Investigate the ability of these women claim that the teachers have to petition on what they consider fair and thus himself, his ability to challenge the essentialist discourses on " teacher "  that circulated at the time. This life experience will be analyzed from letters written by a young foreign teacher: Isabel Coolidge.
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Paginas de Educacion
Paginas de Educacion EDUCATION & EDUCATIONAL RESEARCH-
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