The objective of this study is to investigate the evidence of school practices at Escola Normal Assunta Fortini, in Barão/RS, through Revista Ação. Considering the relevance of school printed matter, which spread, through new-school ideas, in Freinet, from 1920 (GONZALEZ-MONTEAGUDO, 2013). The school press emerges as a teaching tool that promotes learning, reading, writing and encourages knowledge of the surroundings. The textual support presents traces to analyze everyday school practices. School printed matter unfolds everyday practices with speeches, writings and relationships established between the institution and the subjects of this history to understand that “daily life is what is given to us each day (or that we have to share) [...] or even “ Everyday life is what holds us intimately, from within.” [...] and to understand what is given or not in everyday life. “It is a story on our way to ourselves, almost in retreat, sometimes veiled” (CERTEAU, 1996, p. 31). This study examines the three editions of the magazine, produced by normalists and their teachers, in the period between 1967 and 1969. It considers the materiality, the sections present in the editions, themes that were covered, the opinion, highlights, manifestations and rejections of the students.Regarding the materiality of the magazine, the editions are presented in print on good quality paper, with a yellowish tone, in good presentation conditions. In a rectangular format, the size of a small notebook, editions 1, 2 and 3 had 34, 60 and 26 pages, respectively. In edition 2, more pages stand out, due to research. With black and white internal printing and colored covers, editions 1 and 2 contain tables and illustrations and edition 3 innovates with some photographs. Its organization includes the editorial, the director's text, information from municipalities, school news, social events, poems, children's sessions and announcements. It appears that the magazine was well produced and included important elements for the school community. Among the articles published in the editions, a survey carried out by students with the school community stands out, entitled “Barão, a vision for reality”. Broad, with significant data, the research meets the educational proposal of knowing the place where the student is located. Considering the period and the research concept, the pedagogical work carried out draws attention. The commitment of those involved in this project entitled “Ação” can be noted, the magazine which, as the name suggests, sought to encourage youth and gain prominence. Information regarding the Normal Course classes, the number of trained teachers and school development is privileged. It is clear that the intention was to demonstrate that the school was on the move.The sources present possibilities of locating evidence of the past experienced by young normalistas, reconstituting faces of the experiences constituted there. The set of magazines brings possibilities to analyze school practices, to constitute history and compare official discourses.

O objetivo deste estudo é investigar os indícios das práticas escolares da Escola Normal Assunta Fortini, de Barão/RS, por meio da Revista Ação. Considerando a relevância dos impressos escolares, que se difundiram, através das ideias escolanovistas, em Freinet, a partir de 1920 (GONZALEZ-MONTEAGUDO, 2013). A imprensa escolar surge como ferramenta de ensino que favorece a aprendizagem, leitura, escrita e incentiva conhecer o entorno. O suporte textual apresenta vestígios para analisar práticas do cotidiano escolar. Os impressos escolares desdobram as práticas cotidianas com discursos, escritos e relações estabelecidas entre instituição e sujeitos dessa história para entender que “o cotidiano é aquilo que nos é dado cada dia (ou que nos cabe em partilha) [...] ou ainda “O cotidiano é aquilo que nos prende intimamente, a partir do interior”. [...] e para a compreensão do que está dado ou não no cotidiano. “É uma história a caminho de nós mesmos, quase em retirada, às vezes velada” (CERTEAU, 1996, p. 31). Nesse estudo são examinadas as três edições da revista, produzidas por normalistas e seus professores, no período entre 1967 e 1969. Considera-se a materialidade, as seções presentes nas edições, temas que foram abordados, a opinião, destaques, manifestações e repúdios dos estudantes. Quanto à materialidade da revista, as edições são apresentadas numa impressão em papel de boa qualidade, com coloração de tom amarelado, em boas condições de apresentação. Num formato retangular, em tamanho de um caderno pequeno, as edições 1, 2 e 3 contaram, respectivamente, com o número de 34, 60 e 26 páginas. Destaca-se, na edição 2. mais páginas, devido a pesquisa. Com impressão interna em preto e branco e as capas coloridas, as edições 1 e 2 contém tabelas e ilustrações e a edição 3 inova com algumas fotografias. Em sua organização estão o editorial, texto do diretor, informações dos municípios, notícias da escola, eventos sociais, poemas, sessão infantil e anúncios. Constata-se que a revista foi bem produzida e contou com elementos importantes para a comunidade escolar. Dentre as matérias publicadas nas edições, destaca-se uma pesquisa realizada pelos alunos com a comunidade escolar, intitulada “Barão, uma visão para a realidade”. Ampla, com dados significativos, a pesquisa vai ao encontro da proposta educacional de conhecer o local onde o aluno está inserido. Considerando o período e o conceito de pesquisa, chama atenção o trabalho pedagógico realizado. Nota-se o empenho dos envolvidos com esse projeto intitulado “Ação”, a revista que como o nome sugere buscava movimentar e obter o protagonismo juvenil. São privilegiadas informações referentes às turmas do Curso Normal, a quantidade de professores formados e o desenvolvimento escolar. Percebe-se a intenção de demonstrar que a escola estava em movimento.As fontes apresentam possibilidades de localizar indícios do passado vivenciado pelos jovens normalistas, reconstituindo faces das vivências ali constituídas. O conjunto das revistas traz possibilidades de analisar as práticas escolares, para constituir a história e confrontar os discursos oficiais.

This paper examines women’s magazine as an educational tool and as a contested space of modernity and decoloniality through a chronical and thematic read of a popular weekly women’s magazine Linglong circulating in Shanghai between 1931 and 1937. Published in the peak of urban print culture and the Modern Girl phenomenon in cosmopolitan Shanghai, Linglong as a print space with its total 298 issues captured how the modern Chinese woman was reimagined in a multiplicity of ways – in discussion columns, advertising, and images – as a key element in the modernisation of public and urban life in Shanghai. The magazine featured a wide range of topics relevant to the lives of urban Chinese women, covering featured columns on scientific cooking methods, food preservation, first aid, beauty trends, modern home decoration, career outlooks of university women, and childcare. Advertisements on modern hygiene products such as toothpaste, deodorant, washing powder also made weekly presence. In featuring these topics, the magazine operated as a space that gathered, circulated, and contested ideas on public and domestic life, career pursuits of women, commercial culture, modern hygiene, science and home, as these intersected with a dynamic landscape of gender featuring the Modern Girl. Situated in the broader cultural landscape of cosmopolitan Shanghai, an urban space that had multiple colonial presence and influence in the Republican period (1911-1949), this paper argues LingLong, with its multiple streams of voices and viewpoints on what makes a Chinese woman modern, served as a tool and a technology with which the very image of Modern Chinese Woman came into being. As an educational tool, the magazine disseminated knowledge and practice of modern hygiene as these related to cooking, domestic cleansing, laundry, child health, birth control, and sexual conducts. Its extensive coverage of nudity, of women in swimming and cycling, also had a liberating and emancipating intent in how Chinese women may look at their body. By educating Chinese women to experiment, practice, and exercise modern practices related to health and hygiene and by bringing Chinese women to the forefront of commercial culture of health, the magazine ruptured the conventional framing that colonialism or colonial presence in Chinese treaty ports imposed an imperial notion of femininity that stratified a class division in Chinese society. This paper argues Linglong magazine, by responding and speaking to Chinese university women, industrial girls, housewives, professional women, served as a liberating tool that ruptured class boundaries, and to a certain extent, racial boundaries in cosmopolitan Shanghai. As a women’s magazine, Linglong transgressed the framing of a modern, imperial metropole and a ‘backward’, colonial periphery. It captured the process Shanghai Chinese women grasping the complex and contradictory discourses of modern women. It shows the Modern Woman in Shanghai is a “classless” figure, contesting the intersection of colonial presence and cosmopolitan influence.

In 2024 it will be 50 years since the military civil dictatorship determined the closure of normal schools in Chile. This teacher training model, which prepared primary education teachers for 130 years (Núñez, 2010), was severely questioned on different occasions. In the period between 1927 and 1974, normal schools were closed twice: first, in the context of the implementation of the educational reform led by the General Association of Teachers between 1927 and 1928; then, between 1973 and 1974, by the civil military dictatorship of Pinochet. In both processes, the authorities argued political problems, but also of a technical nature: it was argued that normal schools had failed to 'modernize' their pedagogical practices or to meet the training standards demanded by the educational system (Núñez, 1987; Pérez Navarro, 2017).

Most of the research that attempts to explain these processes relies on analyzing the policies that shaped regular education. However, these processes have not been examined from the perspective of the cultural history of education. In this framework, the purpose of this paper is to analyze, from a perspective that privileges the historical-cultural analysis of educational experiences (Escolano, 2017; Rockwell, 2018; Viñao, 2000), the consensuses and tensions in the pedagogical experiences and practices of women's normalist education between 1927 and 1974, based on the cases of women's normal schools in Santiago. Specifically, the cases of Normal School No. 1 and Normal School No. 2 will be analyzed. While the first institution -due to its boarding system- was considered the most important and traditional space for female normalist education in the country, Normal School No. 2 has external students (an exceptional case in the Chilean normal school system) and, at times, implemented policies that challenged the classical model of normalist education.

Methodologically, we analyze not only the official documentation of the policies that shaped the reformist processes of normal education, but also those historical sources that allow us to reconstruct pedagogical practices and school culture, such as the memoirs of former students, reports on supervised practices, and title seminars of the Women's Normal Schools No. 1 and No. 2. In addition, the testimonies of female teachers who graduated from both establishments are analyzed.

En 2024 se cumplen 50 años desde que la dictadura civil militar determinó el cierre de las escuelas normales en Chile. Este modelo de formación docente, que preparó al profesorado de educación primaria durante 130 años (Núñez, 2010), fue severamente cuestionado en varias ocasiones. En el período comprendido entre 1927 y 1974, las escuelas normales fueron clausuradas en dos oportunidades: primero, en el contexto de la implementación de la reforma educativa liderada por la Asociación General de Profesores entre 1927 y 1928; luego, entre 1973 y 1974, por la dictadura civil militar de Pinochet. En ambos procesos de cierre las autoridades argumentaron problemas políticos, pero también de carácter técnico: se planteaba que las escuelas normales no habían logrado ‘modernizar’ sus prácticas pedagógicas ni cumplir con los estándares de formación que demandaba el sistema educativo (Núñez, 1987; Pérez Navarro, 2017).

La mayoría de las investigaciones que abordan estos procesos construyen sus explicaciones con base en el análisis de las políticas que configuraron la enseñanza normal. Sin embargo, estos procesos no han sido examinados a partir de la perspectiva de la historia cultural de la educación. En este marco, el objetivo de la presente ponencia es analizar los consensos y tensiones en las experiencias y prácticas pedagógicas de la formación normalista femenina entre 1927 y 1974, con base en los casos de las escuelas normales femeninas de Santiago y desde una perspectiva que privilegia el análisis histórico-cultural de las experiencias educativas (Escolano, 2017; Rockwell, 2018; Viñao, 2000).Específicamente, se analizan los casos de la Escuela Normal n.° 1 y la Escuela Normal n.° 2. Mientras que el primer establecimiento -debido a su régimen de internado- era considerado como el principal y más tradicional espacio de formación normalista femenina del país; la Escuela Normal n.° 2 siempre funcionó en régimen de externado (un caso excepcional en el sistema de escuelas normales chilenas) y, por momentos, implementó políticas que cuestionaron el modelo clásico de formación normalista.

En términos metodológicos, no solo se analiza la documentación oficial de aquellas políticas que configuraron los procesos reformistas de la enseñanza normal, sino también aquellas fuentes históricas que permiten reconstruir las prácticas pedagógicas y la cultura escolar, como memorias de exestudiantes, informes de prácticas supervisadas y seminarios de título de las escuelas normales femeninas n.° 1 y n.° 2. Asimismo, se examinan los libros de registros y archivos documentales salvaguardados por la antigua escuela anexa a esta escuela normal, donde las maestras realizaban sus prácticas profesionales. Complementariamente, se analizan testimonios de profesoras normalistas egresadas de ambos establecimientos.

The objective of this study is to analyze, in the light of the History of Books, Reading, Publishing and Cultural History, relevant elements for the construction of a historiographical operation about children's books written by Erico Veríssimo, a renowned author from Rio Grande do Sul. Therefore, the methodology, choice and use of sources, as well as the materiality of the printed matter highlighted, are of great importance. The four books selected for the research, developed during the post-doctoral internship carried out at the Federal University of São Paulo throughout the year 2023, are: A vida de Joana d’Arc (1935), Aventuras de Tibicuera (1937), Viagem à aurora do mundo (1939) e Aventuras no mundo da higiene (1939), all published by Livraria e Editora Globo (LEG), in Porto Alegre (RS), between 1935 and 1939. At least three of these books were part of collections multi-authors, a strategy used by the publishing house to reduce costs and retain readers, according to Hallewell (2012). An example of a book published outside the collection and which later became part of the Burrinho Azul collection was the biography A vida de Joana d’Arc (1935); The hygiene manual Aventuras no mundo da higiene (1939) was also part of this collection. The book As Aventuras de Tibicuera (1937), which tells the history of Brazil, was part of the Aventura collection. In a critical look at these works, it is possible to identify representations of characters, such as the poor boy, who is sick and ugly, or the indigenous man, who in order to become a “civilized” man takes on the characteristics of the white man; on the other hand, in his books, knowledge is defended as a form of resistance to adversity. The time frame is due to the year of publication of the first work, 1935, and the launch, in 1939, of Aventuras no mundo da higiene, the last youth book written by the author, who would go on to dedicate himself to his short stories and novels, in addition to from other areas of activity, such as collaborations with magazines and newspapers (Carvalho, 2016 and 2021). As already explained, the theoretical analyzes and methodological approach of this study are anchored in assumptions extracted from the History of Books, Reading and Publishing and Cultural History, notably in research carried out by Chartier (1990, 1996), with emphasis on the materiality of the printed materials. Aspects relating to the life and performance of the writer are debated based on studies by Chaves (1972) and Carvalho (2016, 2021), while the research carried out by Ramos (2016) contributes to the deepening of analyzes on the graphic characteristics of the works studied here. The memoirs of Veríssimo (1935; 1937; 1939; 1939; 2005a; 2005b; 2011) were used in this study, as they offer clues about the process of creation and publication of the highlighted books. From reading the 4 selected books and the reading protocols located, it is possible to think of an educational project, both by Veríssimo and LEG.

O objetivo deste estudo é analisar, à luz da História do Livro, da Leitura e da Edição e da História Cultural, elementos relevantes para a construção de uma operação historiográfica acerca dos livros infantojuvenis escritos pelo gaúcho Erico Veríssimo, reconhecido autor brasileiro. Deste modo, a metodologia, a escolha e o uso das fontes, assim como a materialidade dos impressos em destaque, são de grande importância. Os quatro livros selecionados para a pesquisa, desenvolvida ao longo do estágio pós-doutoral realizado na Universidade Federal de São Paulo ao longo do ano de 2023, são: A vida de Joana d’Arc (1935), Aventuras de Tibicuera (1937), Viagem à aurora do mundo (1939) e Aventuras no mundo da higiene (1939), todos publicados pela Livraria e Editora Globo, de Porto Alegre (RS), entre os anos de 1935 e 1939. Pelo menos três desses livros fizeram parte de coleções multiautorais, estratégia utilizada pela casa-editora para baratear os custos e fidelizar os leitores, conforme Hallewell (2012). Um exemplo de livro publicado fora de coleção e que mais tarde passou a integrar a coleção Burrinho Azul foi a biografia A Vida de Joana D’Arc (1935); o manual de higiene Aventuras no mundo da higiene (1939) também fez parte desta coleção. Já o livro As aventuras de Tibicuera (1937), que narra a história do Brasil, fez parte da coleção Aventura. Em uma visada crítica acerca destas obras, é possível identificar representações de personagens, como o menino pobre, que é doente e feio, ou o indígena, que para se tornar um homem “civilizado” assume características do homem branco; em contrapartida, em seus livros, o conhecimento é defendido como forma de resistência às adversidades. O recorte temporal se deve ao ano de publicação da primeira obra, 1935, e ao lançamento, em 1939, de Aventuras no mundo da higiene, último livro juvenil escrito pelo autor, que passaria a se dedicar aos seus contos, romances e novelas, além de outras frentes de atuação, como colaborações com revistas e jornais (Carvalho, 2016 e 2021). Conforme já exposto, as análises teóricas e a abordagem metodológica desse estudo ancoram-se em pressupostos extraídos da História do Livro, da Leitura e da Edição e da História Cultural, notadamente, nas pesquisas realizadas por Chartier (1990, 1996), com destaque para a materialidade dos impressos. Aspectos relativos à vida e atuação do escritor são debatidos com base nos estudos de Chaves (1972) e Carvalho (2016 e 2021), já a pesquisa realizada por Ramos (2016) contribui para o aprofundamento das análises sobre as características gráficas das obras ora estudadas. Os livros de memórias de Erico Veríssimo (1935; 1937; 1939; 1939; 2005a; 2005b; 2011) foram acionados neste estudo, na medida em que oferecem indícios sobre o processo de criação e publicação dos livros em destaque. A partir da leitura dos 4 livros selecionados e dos protocolos de leitura localizados, é possível pensar em um projeto educativo, tanto de Erico Veríssimo quanto da Livraria e Editora do Globo.

Between the thirteenth and fourteenth centuries, an evolved culture developed in the central region of Chile: that of the ‘Mapuche’, which in Mapudungun means 'people of the land': it occupied an area between the Maule and ‘Tolten’ rivers, from the coast to the central valleys. They assimilated the agricultural and sedentary culture and also had cattle based on llamas and alpacas, from which they obtained wool for their clothes. They barely developed metallurgy. The ‘Mapuche’ people are and have always been one of the most important indigenous ethnic groups in the country, both because of their social and demographic weight and because of their strong sense of cultural identity, which has historically found forms of resistance and adaptation to the dynamics of border contact with Spaniards and Chileans (Memoria Chilena, n.d.). In fact, they were never subdued by the Spaniards and only with the so-called 'Pacification of Araucanía', the Chilean army stripped them of their best lands and entrenched them, which is the origin of the current problem of that ethnic group with the Chilean state that began half a century ago (Caiceo, 2021). This meant that during the last century they began an intense stream of rural/urban migration, which has led to more than half of the Chilean ‘Mapuche’ living in the cities, especially in Santiago and Temuco. However, its customs and especially its gastronomy remain; moreover, one of its culinary ingredients, ‘merkén’, has become internationalized. In Chile, one of the most popular ‘Mapuche’ dishes is ‘charquican’, a stew of potatoes, corn, squash and meat. There are many different recipes for this dish, considered by some Chileans to be an unofficial national dish, in which seaweed is sometimes used instead of meat. The versatile leaves of ‘culen’, a shrub native to Chile, are used by the ‘Mapuche’ to make a sweet punch, as well as being considered a natural treatment for wounds. ‘Mapuche’ cuisine is an art that is based on the transmission of the wisdom of its people, from mothers to daughters; That is part of ‘Mapuche’ education. It is a role mainly exercised by women who teach the value of the products 'of the land' and the importance of a good diet, with meaning, since it is not only the 'ingredient', but the whole process that it entails (Socias & Soto, 2016). "Mapuche cuisine is a creation, an art, a knowledge that is not based on recipes, like Western gastronomy, but is the experience of finding the origin of food. Our cuisine is based on the land, the climate, the native forest and the water (...) (Epulef, 2013, p. 4). For this reason, it has remained unchanged from the colony to the present day.

Entre los siglos XIII y XIV se desarrolló una cultura evolucionada en la región central de Chile: la de los mapuches, que en mapudungun significa ‘gente de la tierra’: Ocupaba una zona entre los ríos Maule y Toltén, desde la costa a los valles centrales. Asimilaron la cultura agrícola y sedentaria y además, tenían ganado a base de llamas y alpacas, de las que obtenían lana para sus ropas. Apenas desarrollaron la metalurgia. El pueblo mapuche es y ha sido siempre de las etnias originarias más importantes del país, tanto por su peso social y demográfico como por su fuerte sentido de identidad cultural, que ha encontrado históricamente formas de resistencia y de adaptación a la dinámica del contacto fronterizo con españoles y chilenos (Memoria Chilena, s/f). De hecho, nunca fue sometido por los españoles y solo con la llamada ‘Pacificación de la Araucanía’, el ejército chileno los despojó de sus mejores tierras y los atrincheró, lo cual es el origen del problema actual de esa etnia con el estado chileno que comenzó hace un medio siglo (Caiceo, 2021). Ello significó que durante el siglo pasado iniciaron una intensa corriente de migración campo/ciudad, lo que ha llevado a que hoy más de la mitad de los mapuches chilenos vivan en las ciudades, especialmente en Santiago y Temuco. Sin embargo, sus costumbres y especialmente su gastronomía se mantienen; más aún, uno de sus ingredientes culinarios, el merkén, se ha internacionalizado. En Chile, uno de los platos mapuches más populares es el charquicán, un guiso de papas, maíz, zapallo y carne. Existen muchas recetas distintas para este plato, considerado por algunos chilenos como un plato nacional no oficial, en el que algunas veces se utilizan algas en lugar de carne. Las versátiles hojas del culén, un arbusto nativo de Chile, son utilizadas por los mapuches para hacer un ponche dulce, además de considerarse tratamiento natural para las heridas. La cocina mapuche es un arte que se basa en la transmisión de la sabiduría de su pueblo, de las madres a las hijas; eso es parte de la educación mapuche. Es un rol principalmente ejercido por mujeres que enseñan el valor de los productos ‘de la tierra’ y lo importante de una buena alimentación, con sentido, ya que no sólo es el ‘ingrediente’, sino todo el proceso que éste conlleva (Socías & Soto, 2016). “La cocina mapuche es una creación, un arte, un saber que no se basa en recetas, como la gastronomía occidental, sino que es la experiencia de encontrarse con el origen de los alimentos. Nuestra cocina tiene su base en la tierra, el clima, el bosque nativo y el agua (…)(Epulef, 2013, p. 4). Por ello, se ha mantenido inalterable desde la colonia hasta nuestros días.