scholarly journals Educação, emancipação e feminismos possíveis: um olhar histórico sobre a igualdade de gênero na escola

2018 ◽  
Vol 10 (4) ◽  
pp. 186
Author(s):  
Daniela Auad ◽  
Maria Rita Neves Ramos ◽  
Raquel Borges Salvador
Keyword(s):  
Gender Equality ◽  
Formal Education ◽  
Historical Data ◽  
National Policy ◽  
Equal Rights ◽  
Women And Girls ◽  
Siglo Xix ◽  
Las Mujeres ◽  
The 19Th Century ◽  
Feminization Of Teaching

O presente artigo propõe debater dados históricos sobre a trajetória educacional das mulheres no Brasil, desde o século XIX, de modo a contextualizar um conjunto de fenômenos, como a denominada feminização do magistério. Serão recuperadas ao longo do histórico em debate, legislações de época que discorriam sobre a escolarização de meninas e mulheres e, a partir dessa temática e seus avanços, serão analisadas questões como a escola mista, a coeducação e as ações de Bertha Lutz. Esses elementos se destacam como fortes influências para a emancipação das mulheres, cujos sons reverberam até os dias de hoje. Tais ecos históricos podem ser percebidos, por exemplo, em políticas públicas atuais para igualdade de gênero, como o Plano Nacional de Políticas para as Mulheres (PNPM, SPM), que incluem a educação formal como elemento preponderante para a igualdade de direitos e o pleno acesso de mulheres e meninas em todas as searas sociais.Palavras-chave: Relações de Gênero. Feminismos. Educação. Education, emancipation and possible feminisms: a historical look at gender equality in schoolABSTRACTThis article proposes to discuss historical data about the educational trajectory of women in Brazil, since the 19th century, in order to contextualize a set of phenomena, such as the so called feminization of teaching. Throughout the historical debate, there will be legislations about the schooling of girls and women and, from this theme and its advances, will be analyzed issues such as mixed school, coeducation and Bertha Lutz’s actions. These elements stand out as strong influences for the emancipation of women whose sounds reverberate up to the present day. These historical echoes can be seen, for example, in current public policies for gender equality, such as the National Policy Plan for Women (PNPM, SPM), which include formal education as a preponderant element for equal rights and full access of women and girls in all social sects.Keywords: Gender. Feminisms. Education. Educación, emancipación y feminismos posibles: una mirada histórica sobre la igualdad de género en la escuelaRESUMENEl presente artículo propone debatir datos históricos sobre la trayectoria educacional de las mujeres en Brasil, desde el siglo XIX, de modo a contextualizar un conjunto de fenómenos, como la denominada feminización del magisterio. Serán recuperadas a lo largo del histórico debate legislaciones de época que discurrían sobre la escolarización de niñas y mujeres y, a partir de esa temática y sus avances, serán analizadas cuestiones como la escuela mista, la coeducación y sus acciones de Bertha Lutz. Esos elementos se destacan como fuertes influencias para la emancipación de las mujeres, cuyos sonidos se reverberan hasta los días de hoy. Tales ecos históricos pueden ser percibidos, por ejemplo, en políticas públicas actuales para la igualdad de género, como el Plan Nacional de Políticas para las Mujeres (PNPM, SPM), que incluyen la educación formal como elemento preponderante para la igualdad de derechos y el pleno acceso de mujeres y niñas en todas las esferas sociales.Palabras clave: Relaciones de género. Feminismos. Educación.

scholarly journals INTELECTUAIS E CONSTRUÇÃO HISTÓRICA DO DEBATE EDUCACIONAL: a perspectiva do sujeito mulher professora

2017 ◽  
Vol 23 ◽  
pp. 202
Author(s):  
Diomar Das Graças Motta
Keyword(s):  
19Th Century ◽  
Female Subject ◽  
Historical Research ◽  
Female Teacher ◽  
Political Factors ◽  
Woman Teacher ◽  
Siglo Xix ◽  
Las Mujeres ◽  
Educational Debate ◽  
The 19Th Century

Eventos que abordam pesquisas e experiências tem se multiplicado atualmente. Uns poucos têm mostrado os seus atores, dentre estes os intelectuais, presentes na construção do debate educacional. Quando mostrados, a ausência da mulher-professora é sentida. Esta ausência tem conduzido nossos estudos. Na oportunidade, destacamos os elementos que lhe excluem deste contingente, apresentando sua voz, em fontes pouco usuais, na pesquisa histórica. Os estudos de Bourdieu (1993) e Boudon (1993) nos ajudam a dar vez ao sujeito mulher- professora, enquanto intelectual, no debate educacional maranhense a partir do século XIX. Sua incursão neste debate, ainda que muitas das vezes como coadjuvante, decorre de fatores científico, social e político. Fatores possibilitados, graças aos movimentos libertários, que deram ênfase a liberdade, a independência e a igualdade da mulher, ensejando sua participação intelectual na construção historiográfica das questões educacionais. Quer como intelectual por qualificação, ou por atributos que lhe conferem um mínimo de consciência e de identidade.Palavras–Chave: Intelectuais. Mulher - professora. Debate educacional. Construção histórica.INTELLECTUAL AND HISTORICAL CONSTRUCTION OF THE EDUCATIONAL DEBATE: the perspective of the female subject teacherAbstract: Events that address research and experiences have multiplied today. A few have shown their actors, among them the intellectuals, present in the construction of the educational debate. When shown, the absence of the woman-teacher is felt. This absence has led our studies. In the opportunity, we highlight the elements that exclude him from this contingent, presenting his voice, in unusual sources, in historical research. Bourdieu's (1993) and Boudon's (1993) studies help us to give the female-teacher subject, as an intellectual, time in the educational debate in Maranhão from the 19th century. Its incursion in this debate, although often as an adjunct, stems from scientific, social and political factors. Possible factors, thanks to the libertarian movements, which emphasized the freedom, independence and equality of women, allowing their intellectual participation in the historiographic construction of educational issues. Whether as an intellectual by qualification, or by attributes that give him a minimum of consciousness and identity.Keywords: Intellectuals. Woman - Teacher. Educational Debate. Historical Construction.INTELECTUALES Y CONSTRUCCIÓN HISTORICA DEL DEBATE EDUCATIVO: la perpectiva del sujeto mujer profesora Resumen: Eventos que la investigación y experiencia de dirección ahora se ha multiplicado. Unos pocos han mostrado sus actores, entre ellos intelectuales, presentes en la construcción del debate educativo. Cuando se muestra, la ausencia de mujeres y maestros se sentía. Esta ausencia ha llevado a nuestros estudios. En esa ocasión, se destacan los elementos que ha excluido de este contingente, con su voz, en las fuentes inusuales, en la investigación histórica. Los estudios de Bourdieu (1993) y Boudon (1993) nos ayudará a dar tiempo a la maestra mujer-objeto, como intelectual, en Maranhão debate educativo a partir del siglo XIX. Su incursión en este debate, aunque a menudo como un complemento, el resultado de factores científicos, sociales y políticos. factores posibles gracias a los movimientos de liberación, que enfatizaban la libertad, la independencia y la igualdad de las mujeres, lo que permite su participación intelectual en la construcción historiográfica de los problemas educativos. Ya sea como intelectual por la cualificación, o los atributos que le dan un mínimo de conciencia y de identidad.Palabras clave: Los intelectuales. Mujeres - maestros. Debate educativo. Construcción histórica. 

scholarly journals Las mujeres de la élite bogotana del siglo XIX y la moda

2015 ◽  
Vol 12 (1) ◽  
pp. 93
Author(s):  
Ima Poveda
Keyword(s):  
Los Angeles ◽  
19Th Century ◽  
Inappropriate Behaviors ◽  
The Feminine ◽  
Siglo Xix ◽  
Las Mujeres ◽  
Nueva Granada ◽  
The 19Th Century

ResumenEn el siglo XIX, en la Nueva Granada, la forma de vestir femenina, enmarcada en un fenómeno moderno como la moda, fue vista con recelo ya que conllevaba a las mujeres a expresar su individualidad y a generar otros comportamientos inapropiados para los “ángeles del hogar”. Por esto, era duramente criticada y vigilada en los discursos de urbanidad y comportamiento. Sin embargo, muchos de estos llamados, especialmente a la modestia, solo quedaron en el discurso.Palabras clave: Moda, mujeres, individualidad, urbanidad, siglo XIX, burguesía********************************************************************Women in the elite of Bogotá in the 19th century and fashionAbstractIn the 19th century, in Nueva Granada, the feminine way of dressing, framed within a modern phenomenon like fashion was seen suspiciously as it meant expressing women’s individuality and generating other inappropriate behaviors for the angels of the home. Because of this, it was harshly criticized and invigilated through the discourse of behavior and urbanity. However, many of these calls, especially to modesty, remained only as discourse.Key words: fashion, women, individuality, urbanity, 19th Century, burgeoisie.********************************************************************As mulheres da elite bogotana de século XIX e a modaResumoNo século XIX, na Nueva Granada, a forma de vestir feminina, enquadrada num fenômeno moderno como a moda, foi vista com receio, já que levava a expressar sua individualidade e a gerar outros comportamentos inapropriados para os anjos do lar. Por isto, era duramente criticado e vigiado nos discursos de urbanidade e comportamento. No entanto, muitos destes chamados, especialmente à modéstia, só ficaram no discurso.Palavras chave: moda, mulheres, individualidade, urbanidade, século XIX, burguesia.

scholarly journals Las mujeres afrovenezolanas de Todasana y su decisión trascendental a finales del siglo XIX

2020 ◽  
Vol 17 (33) ◽  
pp. 197-211
Author(s):  
Yara Altez
Keyword(s):  
Seventeenth Century ◽  
19Th Century ◽  
18Th Century ◽  
Central Coast ◽  
The Past ◽  
History Of ◽  
Cocoa Farm ◽  
Siglo Xix ◽  
Las Mujeres ◽  
The 19Th Century

Se presentan aquí resultados de una investigación documental sobre la historia de una antigua hacienda de cacao fundada a principios del siglo XVII en la costa central venezolana, llamada originalmente Tuasana. Fue una hacienda trabajada por esclavizados que permanecieron asentados allí incluso abolida la esclavitud en 1854, mientras que sus descendientes todavía residen en el lugar, hoy llamado Todasana. A finales del siglo XIX, un grupo de mujeres cambió el apellido que les había impuesto la administración de la hacienda desde inicios del siglo XVIII. Fue una valiente decisión, pero al no transmitirse a la descendencia, dejó en el olvido al pasado de la esclavitud y a sus ancestros. De ellos nadie habla hoy, así como nadie refiere a la importante decisión de aquellas mujeres de Todasana. Abstract: The results of a documentary investigation on the history of an old cocoa farm founded in the early seventeenth century on the Venezuelan central coast, originally called Tuasana, are presented here. It was a farm worked by enslaved who remained seated there even abolished slavery in 1854, while their descendants still reside in the place, today called Todosana. At the end of the 19th century, a group of women changed the last name that had been imposed on them by the administration of the hacienda since the beginning of the 18th century. It was a brave decision, but not being transmitted to the offspring, he left the past of slavery and his ancestors in oblivion. Nobody talks about them today, just as nobody refers to the important decision of those women in Todasana.

scholarly journals Judicatura, abogacía e igualdad de género

2021 ◽  
pp. 18-34
Author(s):  
María Dolores Fernández Galiño ◽  
Jose Fernando Lousada Arochena
Keyword(s):  
Public Space ◽  
Wage Gap ◽  
Public Life ◽  
High Courts ◽  
Legal Professions ◽  
Siglo Xix ◽  
Las Mujeres ◽  
Law Degree ◽  
The 19Th Century ◽  
Siglo Xx

Las profesiones jurídicas han estado históricamente vedadas a las mujeres debido al prejuicio de su incapacidad para ocupar el espacio público. Por ello, no ha habido mujeres juristas en ningún momento hasta el Siglo XIX, en que tímidamente empezaron las primeras mujeres a estudiar la Carrera de Derecho. Aunque aún hasta bien entrado el Siglo XX se mantuvieron vigentes prohibiciones que las impedían ser Juezas, Fiscalas o Notarias. Eliminadas esas prohibiciones, las mujeres han pasado a integrar las profesiones jurídicas de manera masiva. Pero el prejuicio que las expulsaba de la vida pública, y que las ataba al hogar, sigue vigente, lo que ha determinado que, aún hoy día, existan numerosos déficits de igualdad: escasas mujeres en las cúpulas judiciales, situaciones de menosprecio, brecha salarial. Legal professions have historically been banned from women due to the prejudice of their inability to occupy public space. Therefore, there have been no women jurists at any time until the 19th century, when the first women timidly began to study the Law Degree. Although even well into the 20th century, prohibitions remained that prevented them from being Judges, Prosecutors or Notaries. With these prohibitions removed, women have begun to integrate legal professions in a massive way. But the prejudice that expelled them from public life, and that bound them to the home, is still in force, which has determined that, even today, there are numerous equality deficits: few women in judicial high courts, harassment, wage gap.

scholarly journals Factors of Ukrainian men involving in men’s movements that support gender equality

2021 ◽  
Vol 4 ◽  
pp. 47-59
Author(s):  
Maryna Ohanesian ◽  
Tamara Martsenyuk
Keyword(s):  
Gender Equality ◽  
Women's Rights ◽  
Gender Discrimination ◽  
Formal Education ◽  
Women’S Rights ◽  
Equal Rights ◽  
Men's Movement ◽  
National Networks ◽  
Men's Movements

In recent years, Ukraine has received more attention to the issues of masculinity, the position of men and their participation in activism in support of gender equality. In Ukraine, there are several men’s organizations and initiatives that support the ideas of gender equality: dad schools, men against violence, HeforShe Ukraine and HeforShe Congresses, profeminist schools for men, national networks of male leaders against violence, an international union of courageous dads, etc. Feminist public activists appear to talk about the benefits of gender equality. The men’s movement for gender equality in the world and in Ukraine is seen as focusing on either women’s rights or men’s rights. According to men’s movement researcher Michael Messner, institutional privileges and costs of masculinity are the aspects of the classification of male movements. As a result of the analysis of six in-depth interviews with Ukrainian activists of men’s movements, Michael Messner’s ideas were illustrated with examples from Ukrainian society. Factors involving men in men’s movements for gender equality differ depending on the type of the men’s movement. Women’s rights movements were characterized by awareness of cases of discrimination against women and a corresponding sense of solidarity and compassion. Movements for men’s rights – by awareness of cases of discrimination against men in their own experience, a sense of the need to respond to the movement for women’s rights, and the situation of men’s movements in Ukraine, i.e. factors that directly affect men. In addition, it has been found that there are common factors in involving men in women’s and men’s rights movements, such as the existence of a feminist movement, a sense of the need for change, and a desire to be involved in local or global change. Expert interviews have found that the use of personal experience is the most effective way to influence the level of men’s involvement in men’s movements for gender equality, including in Ukraine. Attention to real cases of gender discrimination against women will be perceived more sincerely and openly than statistics. Attention to real cases of gender discrimination against women will be perceived more sincerely and openly than statistics. In addition, it is important to demonstrate the experience of men who understand the benefits of gender equality for men as well. They, according to experts, will be able to serve as examples for other men to follow. Separately, experts noted the role of education in the desire to join the struggle of men for the idea of gender equality. Both non-formal education programs and formal education on equal rights and opportunities can be tools for introducing changes in men’s attitudes to discrimination.

scholarly journals INTELECTUAIS E CONSTRUÇÃO HISTÓRICA DO DEBATE EDUCACIONAL: a perspectiva do sujeito mulher professora

2017 ◽  
Vol 23 ◽  
pp. 192
Author(s):  
Diomar Das Graças Motta
Keyword(s):  
19Th Century ◽  
Historical Research ◽  
Female Teacher ◽  
Political Factors ◽  
Woman Teacher ◽  
Educational Issues ◽  
Siglo Xix ◽  
Las Mujeres ◽  
Educational Debate ◽  
The 19Th Century

Eventos que abordam pesquisas e experiências tem se multiplicado atualmente. Uns poucos têm mostrado os seus atores, dentre estes os intelectuais, presentes na construção do debate educacional. Quando mostrados, a ausência da mulher-professora é sentida. Esta ausência tem conduzido nossos estudos. Na oportunidade, destacamos os elementos que lhe excluem deste contingente, apresentando sua voz, em fontes pouco usuais, na pesquisa histórica. Os estudos de Bourdieu (1993) e Boudon (1993) nos ajudam a dar vez ao sujeito mulher- professora, enquanto intelectual, no debate educacional maranhense a partir do século XIX. Sua incursão neste debate, ainda que muitas das vezes como coadjuvante, decorre de fatores científico, social e político. Fatores possibilitados, graças aos movimentos libertários, que deram ênfase a liberdade, a independência e a igualdadeda mulher, ensejando sua participação intelectual na construção historiográfica das questões educacionais. Quer como intelectual por qualificação, ou por atributos que lhe conferem um mínimo de consciência e de identidade.Palavras-chave: Intelectuais. Mulher - professora. Debate educacional. Construção histórica.INTELLECTUAL AND HISTORICAL CONSTRUCTION OF THE EDUCATIONAL DEBATE: the perspective of the female teacherAbstract: Events that address research and experiments have recently multiplied.. A few have shown their actors, among them, intellectuals, present in the construction of the educational debate. When shown, the absence ofthe female teacher is felt. This absence has led our studies. In the opportunity, we highlight elements that exclude her from this contingent, presenting her voice, in unusual sources, in historical research. Bourdieu’s (1993) and Boudon’s (1993) studies help us to give the female teacher subject, as an intellectual, space in the educational debate in Maranhão from as of the 19th century. Her incursion in this debate, although often as an adjunct, stems from scientific, social and political factors. Possible factors, thanks to libertarian movements, which emphasized the freedom, independence and equality of women, allowing their intellectual participation in the historiographic construction of educational issues. Whether as an intellectual by qualification, or by attributes that give them a minimum of consciousness and identity.Keywords: Intellectuals. Woman – Teacher. Educational Debate. Historical Construction.INTELECTUALES Y CONSTRUCCIÓN HISTORICA DEL DEBATE EDUCATIVO: la perspectiva del sujeto mujer profesoraResumen: Eventos que enfocan investigaciones y experiencias se han multiplicado actualmente. Unos pocos han mostrado sus actores, entre ellos intelectuales, presentes en la construcción del debate educativo. Cuando semuestra, se siente la ausencia de la mujer-profesora. Esta ausencia ha llevado a nuestros estudios. En esa ocasión, destacamos los elementos que la excluyen de este contingente, presentando su voz, en las fuentes inusuales, en la investigación histórica. Los estudios de Bourdieu (1993) y Boudon (1993) nos ayudará a dar voz al sujeto mujer-maestra, como intelectual, en el debate educacional en Maranhão a partir del siglo XIX. Su incursión en este debate, aunque a menudo como segundona, resulta de factores científicos, sociales y políticos. Factores posibles gracias a los movimientos de liberación que enfatizaban la libertad, la independencia y la igualdad de las mujeres, permitiendo su participación intelectual en la construcción historiográfica de las cuestiones educacionales. Ya sea como intelectual por la cualificación, o los atributos que le dan un mínimo de conciencia y de identidad.Palabras clave: Intelectuales. Mujer-profesora. Debate educativo. Construcción histórica. 

Byelorussian Nationalism and Western Russianism: the Problem of Confrontation

2020 ◽  
Vol 58 ◽  
pp. 161-168
Author(s):  
Alexander D. Gronsky
Keyword(s):  
19Th Century ◽  
Political Representation ◽  
National Policy ◽  
Negative Attitude ◽  
Great Patriotic War ◽  
The Government ◽  
The 19Th Century ◽  
The Relationship

The article examines the relationship between Western Russianism (Zapadnorusizm) and Byelorussian nationalism. Byelorussian nationalism is much younger than Western Russianism, finally shaping only in the end of the 19th century. Before 1917 revolution Byelorussian nationalism could not compete with Western Russianism. The national policy of the Bolsheviks contributed to the decline of Western Russianism and helped Byelorussian nationalism to gain stronger positions. However, Byelorussian nationalists actively cooperated with the occupation authorities during the Great Patriotic war. That caused distinctly negative attitude of Byelorussians towards the movement and collaborators. Currently, Byelorussian nationalism is supported both by the opposition and by the government. Western Russianism has no political representation, but is supported by the majority of Byelorussian population.

Bonobos

2018 ◽  
Keyword(s):  
19Th Century ◽  
Historical Data ◽  
Line Drawings ◽  
History Of ◽  
The 19Th Century ◽  
First Time

This is a comprehensive, illustrated catalogue of the 200+ marine chronometers in the collections of Royal Museums Greenwich. Every chronometer has been completely dismantled, studied and recorded, and illustrations include especially commissioned line drawings as well as photographs. The collection is also used to illustrate a newly researched and up-to-date chapter describing the history of the marine chronometer, so the book is much more than simply a catalogue. The history chapter naturally includes the story of John Harrison’s pioneering work in creating the first practical marine timekeepers, all four of which are included in the catalogue, newly photographed and described in minute detail for the first time. In fact full technical and historical data are provided for all of the marine chronometers in the collection, to an extent never before attempted, including biographical details of every maker represented. A chapter describes how the 19th century English chronometer was manufactured, and another provides comprehensive and logically arranged information on how to assess and date a given marine chronometer, something collectors and dealers find particularly difficult. For further help in identification of chronometers, appendices include a pictorial record of the number punches used by specific makers to number their movements, and the maker’s punches used by the rough movement makers. There is also a close-up pictorial guide to the various compensation balances used in chronometers in the collection, a technical Glossary of terms used in the catalogue text and a concordance of the various inventory numbers used in the collection over the years.

scholarly journals Romper el modelo: mujeres, delitos y reclusión en la cárcel del divorcio de Santa Fe (1816-1836)

Maguaré ◽  
2018 ◽  
Vol 32 (1) ◽  
pp. 47-74
Author(s):  
Yudy Alexandra Avendaño Cifuentes
Keyword(s):  
Santa Fe ◽  
Siglo Xix ◽  
Las Mujeres

Este artículo analiza la primera cárcel para mujeres en Santafé durante el siglo XIX: la Cárcel del Divorcio. Establece como precedentes de esta cárcel los Recogimientos, instituciones que asistían a las mujeres consideradas propensas a cometer acciones moralmente incorrectas, mediante períodos de aislamiento. Identifica los crímenes perseguidos y las diferencias entre las mujeres que fueron privadas de su libertad, para centrarse en el recuento de los denominados delitos sexuales, que desafiaban la moral, la organización familiar deseada y el comportamiento esperado de las mujeres. Describe y analiza aspectos de los seguimientos judiciales, las normatividades y las condenas a las que eran sometidas estas mujeres. 

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