Maria Lúcia da Silva Nunes

Feminismo revisitado: práticas e representações políticas de educadoras paraibanas em 1930

Este artigo analisa as praticas e representacoes politicas de educadoras paraibanas no decorrer do ano de 1930. Teorica e metodologicamente, ampara-se na nova historia cultural e no conceito de genero a fim de desvelar, historicamente, registros, relatos e documentos relativos a uma parcela da atuacao politica, docente e literaria de educadoras, comumente obliteradas na historiografia daquele periodo. As fontes utilizadas sao materias jornalisticas difundidas pelo Jornal A Uniao, orgao da imprensa oficial do Estado da Paraiba. O estudo dos documentos sinaliza que as praticas politicas das referidas educadoras promoveram, de forma tatica, mudancas nos padroes e no imaginario feminino da Republica Velha e seu engajamento nos acontecimentos da epoca propiciou a visibilizacao de uma crescente participacao feminina na esfera publica pos-1930. Palavras-chave : Educadoras; Praticas Politicas; Relacoes de Genero.

Mulher e educação na República Velha: transitando entre o discurso histórico e o literário

This paper, which is linked to the HISTEDBR/GT-PB research group and to the research project “Education and educators in the state of Paraiba in the 20th century: practices, readings and representations”, aims to understand the meanings of teaching and female education in the Old Republic on the Basis of the representations of women that were common in this period of Brazilian society. Its methodology is a bibliographic research, with the analysis of two literary works, A educacao nacional , by Jose Verissimo Dias de Matos, published in 1890 and again in 1906 with the addition of a chapter titled A educacao da mulher brasileira , and the novel O quinze , by Raquel de Queiroz, published in 1930, which has as its main character the teacher Conceicao. This research project is situated in the area of Gender Studies and adopts the theoretical and methodological assumptions of the New Cultural History. Although in that period the encouragement of female teaching and women’s education was justified by their association to the representations of women as mothers, wives and housewives, as first and primary educators of the future citizens, both literary works also show the incipient insertion of women in a wider social process, with changes in women’s behavior and the gradual occupation of the public space. These are advances connected to women’s access to continued school education and the labor market through teaching. Key words: teaching, women’s education, Old Republic.