LA SCOLARISATION DE L’ENSEIGNEMENT DES SCIENCES DANS L’ENSEIGNEMENT PRIMAIRE DANS L’ÉTAT DU PARANA: ENTRE LE DÉSENCHANTEMENT DU MONDE ET L’ UTILITARISME, NUANCES DE L’ÉDUCATION MORALE

Meurer, Sidmar dos Santos

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Article • Hist. Educ. 25 • 2021 • https://doi.org/10.1590/2236-3459/102325 copy

LA SCOLARISATION DE L’ENSEIGNEMENT DES SCIENCES DANS L’ENSEIGNEMENT PRIMAIRE DANS L’ÉTAT DU PARANA: ENTRE LE DÉSENCHANTEMENT DU MONDE ET L’ UTILITARISME, NUANCES DE L’ÉDUCATION MORALE

Authorship SCIMAGO INSTITUTIONS RANKINGS

Résumé

Le texte traite du processus de scolarisation de ce qu’on a appelé “l’enseignement scientifique” dans l’enseignement primaire dans l’état du Parana (Brésil), au cours des trois premières décennies du XXe siècle. Du point de vue de l’histoire du curriculum, il analyse les intéractions entre les énoncés en faveur de son introduction et l’apparition de la rubrique Sciences Physiques et Naturelles au programme scolaire. En tant que ressources, il mobilise des projets de réforme de l'éducation, la presse pédagogique, en plus de documents normatifs, de rapports officiels et des programmes d’enseignement. L’analyse permet d’identifier deux moments dans la trajectoire de cette matière scolaire. Le premier, à partir de la première décennie du XXe siècle, lorsque la liste des contenus à enseigner attire moins l’attention que son rôle dans l’assimilation d’une discipline mentale et comportamentale. Le second, autour des années 1920, lorsque l'utilité du contenu par rapport aux coutumes du travail et de l’hygiène a été mise en évidence.

Mots-clés:
enseignement des sciences; histoire du curriculum; réformes éducatives; histoire des sensibilités

Associação Sul-Rio-Grandense de Pesquisadores em História da Educação UFRGS - Faculdade de Educação, Av. Paulo Gama, n. 110 | Sala 610, CEP: 90040-060 - Porto Alegre/RS, Tel.: (51) 33084160 - Santa Maria - RS - Brazil
E-mail: rhe.asphe@gmail.com

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[1] E-mail: sid_meurer@ufpr.br

1^st Year	a) Explain what a metal is and give an example of the most useful metals.
	b) Solid, liquid and gaseous bodies.
	c) Water: fresh or drinking, brackish, saline, medicinal water, etc.
	d) Hygiene of the body and clothing. Hand cleaning, mouth, ear, eye care, etc.
	e) Malaria and ancylostomiasis. Means to prevent and cure these diseases.
	f) Smallpox and the need for vaccine.
	g) Parts of a vegetable. Utility of plants. Need for planting to have abundance. What should be planted in the backyards. Fruits, cassava, beans, rice, corn.
	h) Raising of pigs, chickens, kids, sheep, etc.
	i) Experiences with planting in a plot adjacent to the school, at convenient times, with the teacher giving examples of the work.
2^nd Year	a) Recap of the 1^st-year program.
	b) Beekeeping. Importance and utility of honey and wax.
	c) Wheat and its growing.
	d) The making of bread.
	e) Utility of birds and the protection they deserve.
	f) Deforestation. The danger of forests and, therefore, of this irreplaceable treasure, disappearing. Need to plant essential forests. The importance that comes from reforestation.
	g) The planting of flax and its utility.
	h) The planting of cotton and its use.
	i) Sugarcane. The making of sugar.
3^rd Year	a) Recap of the 2^nd-year program.
	b) Practical study of stone coal.
	c) Iron, copper, lead, kerosene.
	d) Electricity and its applications.
	e) Main pastoral, agricultural and manufacturing industries.
	f) The growing of coffee, yerba mate and, mainly, cereals;
	g) Livestock farming.
	h) The leather industry.
	i) Land preparation. Modern tools used to work the soil.
	j) Care with the eyes and other senses.
	k) Main scalp and skin parasites.
	l) Hygiene of houses and adjacent plots.

1^st Year	A) Knowledge and distinction of colors.
	B) Observation of the external features of several bodies, their qualities and uses.
	C) Studies of known animals and their classification by external features: feather, fur and scales animals; animals that walk, that fly, that swim, that crawl; useful animals, harmful animals.
	D) Knowledge of some animal products: meat, bone, leather, horn, teeth, feathers, fur, etc.
	E) Lectures on known vegetables: utility and use of their products in food, home remedies, construction and manufacturing of furniture, fabrics, paper, etc.
	F) Fruit trees from fields, jungles and orchards.
	G) Advice on diet.
	H) Advice on personal grooming.
	I) Harmful effects of smoking and drinking alcohol.
2^nd Year	A) Objective teaching of the states and qualities of the bodies; solid, liquid and gaseous bodies; rough, smooth and slippery bodies; fragile, resistant, porous, translucent, opaque, elastic, flexible bodies; combustible, flammable, explosive, fusible, soluble, fibrous, granular, sounding, astringent, spicy, acidic, sweet, salty bodies.
	B) First observations on vertebrate and invertebrate animals; animals that are useful and harmful to agriculture. Domestic animals. Animals useful to men; harmful animals: means of defense that we have. Studies of the life of some very important animals, such as ox, horse, sheep, goat, domestic birds, bees, silkworm, etc.
	C) Elementary study of the human body; general observations of the human body; general observations on the hygiene of eating and of the senses.
	D) Care with the organ of sight to prevent the diseases that attack it.
	E) Study of some useful produce: yerba mate, coffee, cotton, wheat, rice, beans, potato, vegetables, etc.
	F) Observations on seed germination.
3^rd Year	A) Atmospheric air: barometers.
	B) Air composition. Stale air. Air humidity and its causes.
	C) Evaporation; observation on the general phenomenon of evaporation, its causes and effects.
	D) Rain: formation of rain and its effects.
	F) Winds; its causes and its effects.
	G) Very simple studies of some well-known minerals: iron, stone coal, lead, copper, nickel, silver, gold.
	H) Water; its composition. Fresh and saline waters. Brackish and drinking waters. Mineral and medicinal waters. Thermal waters.
	I) Heat; heat sources. Thermometers.
	J) Animals; main characteristics of vertebrates and invertebrates.
	K) Useful animals.
	L) Man; main parts of the human body. Main skeleton bones.
	M) Digestive system; its function.
	N) Description of the instruments most used in agriculture.
	O) The various processes for artificial reproduction of vegetables; cutting, layering and grafting.
	P) Growing of some useful vegetables in experience fields: coffee, cotton, sugar cane, cereals. Fruit trees, leguminous plants. Benefits that these plants provide to man.
	Q) The growing of roses, carnations and other flowers.
4^th Year	A) Brief explanations about the electric bell, telephone, telegraph, lightning rod, pendulum, clock, electric light and power, air circulation, air heating, gas lighting, the vapor pressure of water, the corrosive action of acids and alkalis; the dissolving power of alcohol and turpentine essence, etc.; steam and electricity applications, etc.
	B) Animal classification: elementary study of the main classes of vertebrates.
	C) Elementary study of the human skeleton.
	D) General characteristics of the invertebrates.
	E) Respiratory, circulatory and digestive systems.
	F) Elementary study of the senses.
	G) Planting and growing of fruit trees and more useful vegetables typical of our climate. Planting season and growing processes. Pruning process season.
	H) Fertilizers.
	I) Hygiene of houses, clothes and food. Physical exercises, the need for them, and their benefits. Rest and sleep.
	J) Insects that transmit diseases.
	K) Contagious and infectious diseases; malaria, tuberculosis, trachoma, leprosy; means for preventing them, and how to treat them.
	L) Antiophidic, anti-diphtheria and anti-tetanus serum; rabies and its preventive treatment.
	M) Vaccination against smallpox and typhoid fever.
	N) Urgent care in case of injuries, fractures, vertigo, burns and asphyxia.
	O) Care with injuries to the feet and hands; use of hydrophilic cotton, gauze, bandages, iodine, hydrogen peroxide, etc.