READING AND WRITING IN PRIMARY EDUCATION IN PARANÁ THROUGH TEACHING PRACTICES IN THE MID-19TH CENTURY

Abstract

In documents from subjects involved with public education in the province of Paraná, there are indications of the use of books to teach children reading and writing, however there are also records of other materials for carrying out this teaching, such as, for example, letters, alphabets, posters, newspapers. In the use of this diverse materiality, teachers configured a teaching practice based on their experience in the profession, in view of this, the analysis falls mainly on the actions and appropriations of teachers as a result of the use of materials that instrumentalize school teaching, in an attempt to highlight the constitution of a school culture and a school material culture through the ordinary actions of these subjects. Therefore, studies on school materiality, school culture and school/teaching practices are taken as a reference, anchored in the perspective of making and amending by Martin Lawn and Ian Grosvenor (2001), consumption by Michel de Certeau (2012) and school culture by Escolano Benito (2017). The research was carried out mainly on reports from primary teachers, in which, due to their uniqueness, it is possible to glimpse remnants of teaching practices linked to school materiality and, based on their analysis, emphasize the rituals, gestures, uses and meanings of school materiality. in the scenario of primary public education, analyzing them based on the subjects that compose it.