In the early decades of the 20th century in Brazil, the popular life practices became a matter of great concern for doctors, sanitarians, philanthropists, social reformers, and sectors of the industrial bourgeoisie. This period is characterized by a political project that aimed to transform the country into a civilized, cultured, and modern nation. The agenda of this program included the reduction of high infant mortality rates. Simultaneously, there was an institutionalization process of medicine as a producer of knowledge capable of ordering and guiding all areas of society. In family relations, women stood out as central figures due to their maternal function, ensuring the reproduction of healthy citizens. In the nationalist and republican discourses of social regeneration, the concept of motherhood surpassed the idea of simply bearing children for the husband. It was reformulated to ensure the formation of exemplary citizens for the nation. The practice of motherhood became the subject of a scientific approach and emerged as a prominent function of women, recognized as a patriotic mission and a public responsibility. Reforming maternal and child care and promoting a preventive medical-social culture became the primary goal of pediatricians, extending to the entire society, especially women and mothers. The aim was to replace traditional customs of caring for young children, overcoming practices considered outdated, such as those of midwives, advice, and beliefs based on common sense. In this sense, the ideological construction relied on the figure of women, demanding considerable commitment from them and institutionalizing their education and instruction. This is demonstrated through the analysis of articles from the "Educação e Pediatria" (Education and Pediatrics) magazine, published between 1913 and 1915 in Rio de Janeiro. The magazine was organized by two owners/directors: journalist Franco Vaz, director of the Premonitória School on November 15, and pediatrician Dr. Álvaro Reis, a hygiene professor at the same school. The periodical focused on analyzing various issues related to teaching, education, children's hygiene, diseases, and their treatments, targeting those interested in the theme, especially those responsible for the health and education of children. Despite having only two articles written by women, both related to the school education of children, the magazine contained a series of articles written by male doctors, jurists, lawyers, with recommendations to women. It also included two articles specifically addressing female education in schools and higher education. Through the analysis of these articles, the goal is to understand the normalizing function of scientific discourses dedicated to the topics of motherhood and female education during this period, considering the magazine as a space for dialogue between different areas, focusing on a larger nationalist objective. The aim is to present educational proposals for women in their interaction with the cultural, social, and political landscape, highlighting their new roles in the republican order, serving modernization projects. Thus, women were seen as agents of this transformation, the primary bearers of normative and hygienic precepts, and significant mediators between the public power and the general population.

Nas primeiras décadas do século XX no Brasil, as práticas populares de vida se tornaram objeto de grande preocupação de médicos, sanitaristas, filantropos, reformadores sociais e de setores da burguesia industrial. Este período é caracterizado por um projeto político que pretendia transformar o país em uma nação civilizada, culta e moderna. Na agenda deste programa contemplava-se a redução das altas taxas de mortalidade infantil. Concomitantemente, assiste-se ao processo de institucionalização da medicina como produtora de um saber capaz de ordenar e orientar todas as áreas da sociedade, e, nas relações familiares, destacava-se a mulher como figura central por sua função materna capaz de garantir a reprodução de cidadãos saudáveis. Assim, nos discursos nacionalistas e republicanos de regeneração social, o conceito de maternidade ultrapassa a ideia de gerar filhos para o marido, sendo reformulado para assegurar a formação de cidadãos exemplares para a pátria. A prática da maternidade se torna objeto de uma abordagem científica, e emerge como função proeminente da mulher, sendo reconhecida como uma missão patriótica e uma responsabilidade pública. Reformar os cuidados materno-infantis e promover uma cultura médico-social preventiva tornou-se objetivo primordial dos pediatras, e deveria se estender para toda a sociedade, sobretudo, para as mulheres e para as mães, buscando-se substituir os costumes tradicionais de cuidados com as crianças pequenas. Tratava-se de superar as práticas consideradas atrasadas das comadres, os conselhos e crenças entendidos como arcaicos e fundamentados no senso comum. Nesse sentido, busca-se demonstrar de que maneira essa construção ideológica se assentou na figura da mulher, requerendo dela considerável comprometimento e institucionalizando sua educação e instrução, por meio da análise dos artigos da revista Educação e Pediatria, publicada entre 1913 e 1915 no Rio de Janeiro. A revista foi organizada por dois diretores-proprietários: o jornalista Franco Vaz, diretor da Escola Premonitória 15 de Novembro, e o médico pediatra Dr. Álvaro Reis, professor de higiene na mesma escola. O periódico dedicava-se à análise de diversas questões de ensino, educação, higiene das crianças, doenças e seus tratamentos, e era direcionado aos interessados no tema, em especial os responsáveis pelos cuidados com a saúde e a educação das crianças.A revista traz apenas dois artigos de autoria feminina, ambos relacionados à educação escolar de crianças, no entanto, contém uma série de artigos escritos por homens médicos, juristas, advogados, com recomendações às mulheres, e dois artigos especificamente voltados à educação feminina nas escolas e no ensino superior. A partir da análise desses artigos, espera-se compreender a função normalizadora dos discursos científicos que se dedicavam ao tema da maternidade e da educação feminina durante o período, considerando a revista como um espaço de diálogo entre diferentes áreas, focalizando em um objetivo nacionalista maior. Busca-se apresentar as propostas educativas destinadas às mulheres em sua interação com o cenário cultural, social e político, destacando as suas novas atribuições na ordem republicana, servindo aos projetos de modernização. Deste modo, as mulheres seriam as agentes dessa transformação, as maiores responsáveis pela difusão dos preceitos normativos, higiênicos, e as grandes mediadoras entre o poder público e a população em geral.

This research aims to analyze foreign influence on feminine education in Brazil regarding the decades od 1910 to 1920, the period when the Natal´s Domestic School was installed. The institution was a pioneer in thus type of Education in Latin America and was inspired by the École Ménagère, from Switzerland. The country's Ministry of Foreign Affairs invited normalist teachers Héléne Bondoc, Jeanne Negulesco, Leonora James, Isabel Baird, Julíe Serivé, Allexandra Von Schimnielpfeig, Edwirges Schuller, Mademoseille Bruela to be the institution's first directors and teachers. These teachers had experience and education in normalist schools and feminine education. In the Brazilian Republican period, women were majority in teaching staff in professional education throughout different institutions being in the genesis of its operation. In addition to being teachers, heads of educational institutions, these women were writers, journalists, and copywriters´. In the realm of such activities, relevant issues regarding academic culture, teaching professionalization, feminization in education, educational practices, and representations, as well as intellectual itineraries came forth; all of which underlined the history of educational institutions, class bodies and media at the time. These teachers collaborated directly in this emerging of a new educational reality, whether in public, subsidized, private or confessional institutions. From a perspective of gender analysis and transnational history, these subjects were from Brazil and foreign countries such as Germany, Denmark, France, United States, Ireland, Romania, and Switzerland. Thus, it is possible to point out relations of interdependency between Brazil and Europe as well as the United States. The research relied on theoretical landmarks in the works of Scott (1990), Chartier (1990), Elias (1994; 2001), Thébaud (1995), De Certeau (1996), Perrot (1998), Vidal (2002), Morais (2003; 2006; 2019), Viñao (2004), Machado (2005; 2009; 2013), Butler (2010; 2015), Rogers (2014, 2018), among others. Thus, for this historiographic study documental information fonts as well as textual and iconographic images retrieved from public archives, mainly from Brazil, Portugal and France were considered. Home schools were a reality in Europe in the late 19th and early 20th centuries. The implementation of home and professional education took place through Normalistic Schools in countries such as France, Switzerland, Belgium, England, and the Netherlands. They aimed to provide women a more active role. The research evidences the formative inspiration on behalf of the normalist teachers in their French headquarters, serving as a reference for the other institutions created in the same historical substratum in different countries, and which held a strong influence in knowledge dissemination and teaching practices. These actions also influenced the elaboration of pedagogical manuals and textbooks, mainly after France hosted the International Congress on Home Education. The Domestic School in Natal was a product of a network of international relations. It established itself as strategic asset for Brazil and Latin America, by means of advocating and promoting modern education for women.

A pesquisa visa analisar as influências estrangeiras sobre a educação feminina no Brasil, nas décadas de 1910 a 1920, período em que foi instalada a Escola Doméstica de Natal, inspirada na École Ménagère, da Suíça. A referida instituição foi pioneira para o Ensino Doméstico na América Latina. O Ministério de Relações Exteriores do país trouxe as professoras normalistas Héléne Bondoc, Jeanne Negulesco, Leonora James, Isabel Baird, Julíe Serivé, Allexandra Von Schimnielpfeig, Edwirges Schuller, Mademoseille Bruela para atuarem como primeiras diretoras e professoras da instituição. Elas tinham a formação nas Escolas Normais e atuaram em prol da educação de mulheres. No período republicano brasileiro as mulheres constituíam majoritariamente a formação dos quadros docentes das diferentes instituições de ensino e de classe profissional, estando na gênese de seus funcionamentos. Além de atuarem como professoras nas salas de aula e dirigentes de instituições educativas, eram literatas, jornalistas e redatoras. Emergem de suas atuações, relevantes temas concernentes à cultura escolar, profissionalização docente, feminização do magistério, práticas e representações, bem como itinerários intelectuais, subjacentes à história de instituições educativas, órgãos de classe e impressa educacional. Essas mulheres professoras colaboraram diretamente com o molde de realidades educacionais emergentes, seja em instituições públicas, subvencionadas, privadas ou confessionais. Em uma perspectiva de análise de gênero e história transnacional, ressalta-se que eram de nacionalidade brasileira e estrangeiras provenientes de países como Alemanha, Dinamarca, França, Estados Unidos, Irlanda, Romênia e Suíça. Desse fato, destacam-se as relações de interdependência gestadas e evidentes entre o Brasil, a Europa e os Estados Unidos. Os interlocutores fundantes nas análises da pesquisa são Scott (1990), Rogers (2014; 2018), Chartier (1990), Elias (1994; 2001), Thébaud (1995), De Certeau (1996), Perrot (1998), Vidal (2002), Morais (2003; 2006; 2019), Viñao (2004), Machado (2005; 2009; 2013), Butler (2010; 2015), dentre outros. Para esta operação historiográfica dispomos de fontes documentais, textuais e iconográficas advindas de arquivos públicos, principalmente do Brasil, de Portugal e da França. As escolas de ensino doméstico eram uma realidade na Europa em fins do século XIX e início do século XX. A implementação do ensino doméstico e profissional ocorreu por meio da Escola Normal em países como França, Suíça, Bélgica, Inglaterra e Holanda, tendo por objetivo conferir um papel ativo às mulheres. As pesquisas evidenciam a inspiração formativa das professoras normalistas na matriz francesa da Escola Normal, referência para as demais instituições criadas no mesmo substrato histórico em diferentes países, e que exerceu forte influência a partir da circulação de saberes para a docência em manuais e compêndios pedagógicos, principalmente, após a França sediar o Congresso Internacional de Ensino Doméstico. A Escola Doméstica de Natal constituiu uma rede de relações internacionais, estabelecendo-se como estratégica para o Brasil e a América Latina, ao preconizar a promoção de uma moderna educação para a mulher.

Throughout history, numerous renowned and outstanding female talents have been born in the Ba-Shu region. Among them, identifiable female talents can be classified into four types according to their professions: merchants, politicians, artists, doctors. Such as Qing, a widow from the Ba-Shu region, was skilled in business in the pre-Qin period (221 BC-206 BC). Wenjun, Zhuo, was a talented woman who skilled in playing the seven-stringed plucked instrument during the Han dynasty (202 BC-220 AD). Zetian, Wu, a female emperor in the Tang dynasty (618 AD-907 AD). Lady Huarui was a poetess in the Five Dynasties period (907 AD-960 AD). Liangyu, Qin, a female general in the late Ming dynasty (1368AD-1644AD). Yi, Zeng, a female doctor living in the Qing dynasty (1644AD-1912AD) (Dawei, Cao, 1996; Chaozheng, Li, 1997; Linyun, Wang, 2017). From the perspective of talent geography, the development of female talents was motivated by various factors. This study summarizes four aspects: social-cultural environment, family, individual female efforts and special life encounters. As a result, ancient female talent development had some educational characteristics: social culture-oriented, family-oriented, profession-oriented, and individualized. The ba-shu social-cultural environment. Taoist culture is popular which emphasizes on gender equality. Multi-ethnic cultural traditions offer diverse cultural environments, and local cultural and educational policies emphasize female education. The family environment (both natal and marital) played a significant role, with women benefiting from being daughters of renowned fathers, wives of talented scholars, or mothers of promising sons, which helped them excel in literature, arts, intellectual culture, and skills (Dawei, Cao 1996). The growth of female doctors, poets, and generals had close ties with familial education inheritance. Women in occupations such as nuns, courtesans, and entertainers received artistic training, allowing them to break away from the traditional "Four Virtues" education (Hong, Xiao 1999; Jingli, Ying, et al., 2007). Different practical circumstances, such as the death of a husband who served as emperor or living in a war environment, enabled talented women to engage in mainstream social activities, such as listening to politics behind the curtain, and leading military forces, thereby creating special opportunities for their political and military talent development. Additionally, in different eras and regions, incidental factors could promote female talents; for example, periods of social upheaval and transformation or war turmoil might favor female talent development. However, within limited learning conditions, female talents demanded greater individual efforts.

Literacy education for the peasants is considered the fundamental approach to promoting modernization. Once the New China took authority in 1949, the aim of the literacy education for peasants was also the ideology education, including the political understanding of the new authority, modern agricultural knowledge, and the brand new law system（Man,2013;Zhang, 2009;Ma,2006）. Researchers chose a set of literacy textbooks published in 1951 as the research materials， with over one million copies published and sold from October 1951 to October 1952. Furthermore, Critical discourse analysis was employed as the research method. All texts in this set of textbooks are sorted into different categories; then traced back to the original materials, e.g., news, reports, and other literacy textbooks. Various recourses were carefully chosen to produce the textbook that guided the peasants to formulate the new national culture, political understandings, and new history. The peasant literacy textbook gave the impression of modernity, with basic medical, agricultural, and national science knowledge, including explaining the eclipse and pest control with aircraft. The results of this research show: that firstly, the technological knowledge was chosen from the wholistic understanding of the so-called modern agricultural knowledge and modern agricultural life. For this part of the content, the instruction technology was visualizing, e.g. the modern harvest machine picture was printed beside the text. Secondly, technological knowledge was considered a brand-new method for constructing peasants’ communist identity. The technological knowledge was for everyday life and everyday agricultural work. Thirdly, technological knowledge in the literacy textbook was working for the national strategy of promoting agricultural production and cultivating a communist agricultural culture. The literacy education for the peasants combined the agricultural culture, literacy education, and the agricultural producing process (Su, 2018, Zhu&Zhang, 2010). After all, the instruction method, the content of the technological knowledge, and the invisible connection with agricultural production transformed the traditional agricultural methods and promoted agricultural cooperation.