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O professorado do liceu no final do Estado Novo : representações dos professores
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Durante o Estado Novo, o ensino liceal foi objecto de grande discussão e sofreu
inúmeras transformações. A reforma introduzida pelo decreto-lei n.º 36 507 de 1947
marcou de forma substancial a organização pedagógica dos Liceus.
Todavia, consequência da massificação do ensino, sentida sobretudo a partir da década
de cinquenta, o ensino liceal viu-se a braços com uma nova realidade. A falta de
professores e a necessidade de recorrer a profissionais não habilitados; a formação
docente considerada longa, selectiva e dispendiosa; os vencimentos, as diuturnidades e a
inexistência de uma associação de professores, constituíam algumas das questões e
preocupações que caracterizavam este nível de ensino e a classe docente que o
integrava, tornando desadequada a legislação em vigor.
Com efeito, pretendemos com o presente trabalho de investigação conhecer o contexto
em que surgiu e vigorou a nova reforma do ensino liceal de 1947; analisar as
representações do professorado do ensino liceal, numa fase final do Estado Novo, à luz
dos estatutos que os regulam, e compreender as condições inerentes a esta classe
profissional.
De forma a fazer este estudo foram analisados vários documentos legislativos, obras de
referência sobre o tema e a época em estudo e, sobretudo, artigos de opinião,
considerados como um local privilegiado para as representações dos professores.
During the New State, secondary school teaching was object of great discussions and various transformations. The reform inserted by the law decree number 36 507 of 1947 marked, in a substantial way, the pedagogical organization of secondary schools. However, consequence of the massification of teaching, specially evident from the decade of fifty, secondary school teaching was confronted with a new reality. The lack of teachers and the need to admit non-qualified professionals; the training of teachers considered long, selective and expensive; the wages, the extra gratifications and the inexistence of a teacher’s association, were some of the issues and preocupations that characterized this level of teaching and the group of teachers that took part of it. All this made the legislation inappropriate. Effectively, with this investigation we intend to acknowledge the context in which the new reform of secondary school teaching of 1947 appeared and was established; analyse the representation of secondary school’s teaching staff, in the final stage of the New State, looking at the statutes which regulate it, and understand the inherent conditions of this class of professionals. In order to assemble this study, there were analysed various legislative documents, reference books related to the topic and time and, most of all, opinion articles, considered as a fair representative of the teachers.
During the New State, secondary school teaching was object of great discussions and various transformations. The reform inserted by the law decree number 36 507 of 1947 marked, in a substantial way, the pedagogical organization of secondary schools. However, consequence of the massification of teaching, specially evident from the decade of fifty, secondary school teaching was confronted with a new reality. The lack of teachers and the need to admit non-qualified professionals; the training of teachers considered long, selective and expensive; the wages, the extra gratifications and the inexistence of a teacher’s association, were some of the issues and preocupations that characterized this level of teaching and the group of teachers that took part of it. All this made the legislation inappropriate. Effectively, with this investigation we intend to acknowledge the context in which the new reform of secondary school teaching of 1947 appeared and was established; analyse the representation of secondary school’s teaching staff, in the final stage of the New State, looking at the statutes which regulate it, and understand the inherent conditions of this class of professionals. In order to assemble this study, there were analysed various legislative documents, reference books related to the topic and time and, most of all, opinion articles, considered as a fair representative of the teachers.
Descrição
Tese de mestrado em Educação (Formação Pessoal e Social), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2006
Palavras-chave
Estado Novo Ensino liceal Professores - Formação Associativismo Teses de mestrado - 2006