This study presents the progress of the master's research that aims to investigate pedagogical and educational practices at the Casa Pia Colégio de Orfãos de São Joaquim, aimed at orphaned, poor and portioned children, between 1824-1855.

The time frame begins in 1824, when Casa Pia organizes itself to be installed in a new headquarters and ends in 1855, as it was the last record in the minutes of the Administrative Board which was carried out on 12/16/1855.

The specific objectives: identify the educational and pedagogical practices adopted at Casa Pia; understand the meaning of the collection of children, poor people, orphans and portions by Casa Pia in Salvador between 1824-1855; understand the moral formation for free work guided by Casa Pia between 1824-1855.

The theoretical framework will start from History seen from below, the relationships between Social and Cultural History, as well as the theory of content analysis.

Therefore, this study will start from the perspectives of Social History proposed by Thompson (1987). There is a complexity in cultural contexts that must be taken into consideration, as they are marked by conflicts and tensions in the social fabric.

This study aims to follow the path of understanding that societies are distinct and attribute different meanings to childhood.

Considering the sources and procedures for collecting information, there is a documentary-based research inserted in a qualitative approach, based on documentary sources found: registration book; entry/exit log book; correspondence; provider reports; minutes of the Administrative Board; letters of recommendations; educational legislation; proof of baptism, vaccination certificate, letters of references and periodicals that circulated during the period, the aim is to understand and analyze the institutional daily life, relating them to pedagogical practices, the dynamics of gathering, the ways of doing and thinking about the work of boys, as well as State actions related to poor childhood.

In the preliminary reading exercise of some teacher reports, one can see the difficulty in acquiring teaching material, the state of conservation of the few available and the references desired by teachers for their action in the educational process.

The institution operated on traditional pedagogical bases, using violent and coercive methods, such as the application of corporal punishment and family and social isolation. It is also noted that the institution played a relevant role in the service of the country's cultural and modern civilizing project in the post-independence period. To this end, it was necessary from the perspective of subjects from the dominant social classes to find a solution to promote the ordering and control of boys.

Este estudo apresenta o andamento da pesquisa de mestrado que tem como objetivo investigar práticas pedagógicas e educativas da Casa Pia Colégio de Órfãos de São Joaquim, destinada aos meninos órfãos, pobres e porcionistas, entre 1824-1855.

O marco temporal inicia-se em 1824, quando a Casa Pia se organiza para ser instalada em uma nova sede e o final em 1855, pois, foi o último registro em ata da Mesa Administrativa que foi realizado em 16/12/1855.

Os objetivos específicos: identificar as práticas educativas e pedagógicas adotadas na Casa Pia; compreender os sentidos do recolhimento dos meninos, pobres, órfãos e porcionistas pela Casa Pia em Salvador entre 1824-1855; compreender a formação moral para o trabalho livre orientada pela Casa Pia entre 1824-1855.

O arcabouço teórico partirá da História vista de baixo, das relações entre História Social e Cultural, assim como da teoria da análise de conteúdo.

Desse modo, este estudo partirá das perspectivas da História Social proposta por Thompson (1987). Há uma complexidade nos contextos culturais que devem ser levados em consideração, visto que são marcados por conflitos e tensões no tecido social.

Este estudo pretende trilhar o caminho do entendimento de que as sociedades são distintas e atribuem diferentes significados à infância.

Sendo consideradas as fontes e os procedimentos para o levantamento das informações, tem-se uma pesquisa de base documental inserida em uma abordagem qualitativa, a partir de fontes documentais encontradas: livro de matrícula; livro de registro de entrada/saída; correspondências; relatórios dos provedores; atas da Mesa Administrativas; cartas de recomendações; legislações educacionais; comprovante de batismo, atestado de vacina, cartas de referências e periódicos que circulavam no período, pretende-se compreender e analisar o cotidiano institucional, relacionando-os com as práticas pedagógicas, a dinâmica do recolhimento, as formas de fazer e pensar o trabalho dos meninos, como também as ações do Estado relacionados à infância pobre.

No exercício de leitura preliminar de alguns relatórios de professores, percebe-se a dificuldade de aquisição de material didático, o estado de conservação dos poucos disponíveis e as referências desejadas pelos professores para sua ação no processo educativo.

A instituição atuou em bases pedagógicas tradicionais, através de métodos violentos e coercitivos, como a aplicação de castigos corporais e isolamento familiar e social. Nota-se também que a instituição teve uma atuação relevante a serviço do projeto civilizador cultural e moderno do país no pós-independência. Para tanto, era necessário na ótica de sujeitos das camadas sociais dominantes encontrar uma solução para promover o ordenamento e controle dos meninos.

How has diversity been historically configured and managed in classrooms? In this paper, we seek to approach this question through an analysis of school regulations and pedagogical treatises from Mexico and Argentina in the first half of the twentieth century, looking at how they sought to shape the aurality of the classroom. Following the sensorial turn in the history of education (Crutchley, Parker and Roberts, 2018; Thyssen and Grosvenor, 2019), we argue that the aural regimes of classrooms have been important players in defining the borders of what is “normal” and what is “diverse”: uttering the right tone and voice at specific times and joining the rhythm and flow of classroom interactions were part of what defined the good student and the good teacher (Burke and Grosvenor, 2011; Goodman, 2017; Verstraete, 2022a). Also, these borders have been enacted with the presence of school artefacts such as bells, loudspeakers, telephones, and radios, and within particular sound ecologies. We study the regulation of diversity in and through classroom soundscapes (Verstraete and Hoegaerts, 2017) in two Latin American countries in which schooling was a central strategy for building national identities and producing particular “carnal knowledge” about the self and the world (Stoler, 2010). In Mexico and Argentina, this was a pivotal moment for the consolidation of centralized national policies that sought the inclusion of rural and indigenous populations, immigrants, and the urban poor, forged through homogenizing identities such as mestizo nationalism in Mexico and the “melting pot” in Argentina. However, these processes did not go unchallenged, as both Cardenismo and Peronismo,popular nationalist movements in the 1930s and 1940s, show. This expansion and inclusion of diverse groups was propelled by pedagogical discourses that in most cases were inscribed in the transnational flows of the New School movement. In analyzing school regulations, disciplinary codes, and pedagogical treatises from these decades, we want to understand how actions and affections were prescribed regarding voice, noise, and silence in the classrooms, closely tied to temporal arrangements, and how they contributed to definitions of the active child and the active teacher that included some sounds and marginalized others (i.e., local accents or languages, laughing or crying, “undisciplined noise”, among others, see Rotter, 2019). In the renewed, democratic schools, the active child became the norm, and shyness but also loudness were considered problematic (Verstraete, 2022b). At their turn, the active teacher had to avoid a monotonous voice, ask questions constantly, and keep the pace to capture students’ attention and help students advance in their knowledge (see, for example, Senet, 1912). Methodologically, studying the aural through written texts is challenging; yet, as Ochoa (2014) states, “an acoustically tuned exploration of the written archive” (p. 3) can be revealing of the different acoustic practices and aural regimes that were prevalent, and also of how “the traces and excesses of the acoustic” pervaded the technologies of documenting (idem, p. 7). The comparison between these cases makes visible some transnational discursive networks as well as local configurations and arrangements.

Grading and attendance are two key ordering principles of schooling. Grading in particular has been associated with meritocracy, as academic performance became the central pillar for defining who stays and who is left out of schools (Baquero et al, 2016). But how are grades produced (Merle, 2007)? How do they come to “life” and operate as “little tools for knowledge” (Becker and Clark, 2001) about schooling and learning? How have they been defined by a set of explicit and implicit rules that support and constrain school practices (Daston, 2022)? How has their materiality changed from the shift from paper documents to digital platforms? In this paper, we would like to analyze the regulation of grading through school rules issued by the educational authorities in Argentina and through pedagogical treatises and orientations on grading. In a preliminary survey of 15 school regulations issued between 1917 and 2022 for secondary schools, which has traditionally been more exclusive and academic-oriented, we found significant changes in how grading is expressed (in numbers, letters, or general concepts), in the barriers established for promotion (in a scale of 10, variations from 4 to 8 as the cutting line), in the design of exams and of alternative routes for improving the grade and/or being promoted to the next grade (oral versus written exams (Larsen, 2011), compensatory classes, retaking exams), and in the materiality itself, which went from a “small movable form” (Garz, Isensee and Töpper, 2022) to a virtual record that can be seen through access to digital platforms. Also, it is remarkable that the barriers for promotion were different for each track of the school system (baccalaureat, technical, commercial and artistic). These shifts follow, although not always or completely, the changes in political regimes: the popular nationalist movements of Yrigoyenismo (1916-1930) and Peronism (1945-1955 and 1973-1976), and the post dictatorship governments (1983-2022) were moments when the regulation became more flexible and inclusive, while authoritarian regimes tended to increase the academic requirements and offered less opportunities for those who failed to meet the standards. The appearance of a ‘Boletín de Calificaciones’, a card that circulates between the school and the family, was a novelty of the first half of the twentieth century, as was a permanent record to be kept in each school and sent to the central authorities. Since the introduction of digital technologies for school administration in the 1990s but mostly in the first decades of the twenty-first century, the printed card and paper records in the schools coexist with centralized digital records. Also, demands for inclusion have introduced tensions to meritocratic ideals (Viñao Frago, 2024) and the expansion of centralized digital platforms have made this information widely available but less susceptible to local negotiations.Throughout our analysis, we aim to study the entanglements between school technologies, educational policies and local arrangements, and contribute to a material history of knowledge practices in schools.