2026-11-112026-11-112026SANTOS, Darlene da Silva Monteiro dos. Trilhas e traços da leitura e escrita no ensino primário no Pará republicano (1890-1912). Orientador: Maria do Perpétuo Socorro Gomes de Souza Avelino de França. 2026. 162 f. Tese (Doutorado em Educação) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/444AbertoEducação - ParáPrática pedagógicaLeitura - escritaEducation - ParáPedagogical practiceReading - writingTeseCiências HumanasCiências Humanas::EducaçãoThis thesis, titled Trails and Traces of Reading and Writing in Primary Education in Republican Pará (1890-1912), from the Graduate Program in Education at the State University of Pará, within the research line Cultural Knowledge and Education in the Amazon, from the Research Group History of Education in the Amazon, in the research line History of Educational Institutions, Intellectuals, and Print, investigates how reading and writing were organized in Primary Education in the State of Pará and what meanings the discourses about this education conveyed for Pará’s education, through pedagogical prints, from 1890 to 1912. The main goal is to analyze the organization of reading and writing in Primary Education in Pará and the meanings that institutional discourses brought to Pará’s education, through pedagogical prints, during the period from 1890 to 1912;The specific objectives are: to highlight the meanings of institutional discourses and their representations in the normative and prescriptive organization of reading and writing instruction in primary schools in Pará; to identify how methods, pedagogical practices, and reading and writing materials are presented in teaching; and to elucidate the discursive appropriations concerning the teaching of reading and writing by primary school teachers in Pará. The thesis uses as sources the Teaching Programs and Public Instruction Regulations, referring to the years 1890, 1900, 1903, and 1910, and pedagogical prints, such as the Revista de Educação e Ensino from the years 1891, 1892, 1894, and 1895, the Revista A Escola from the years 1900 and 1904, and the Revista do Ensino of 1911 and 1912, specifically the productions that address the teaching of reading and writing in this region of the country, in addition to the books of the 3rd edition of Primeira Gramática da Infância, published in 1896, and the 2nd edition of Segunda Gramática da Infância, published in 1897, both authored by Professor Francisco Ferreira de Vilhena Alves. As a theoretical contribution, it draws on the contributions of Roger Chartier (1991; 1999; 2001; 2002; 2014, 2021), Mortatti (1997; 2014a; 2014b; 2021), França (2004; 2015) and Souza (1998; 2009), Chervel (1988; 1990), Catani and Bastos (2002), Magaldi and Xavier (2008); the institutional discourses on the teaching of reading and writing in primary education in Pará, which assumed the role of guidance devices for teachers' pedagogical practices and circulated in pedagogical print materials, created by the public authorities, to organize and guide teaching work. The search for a standardized, homogeneous, and normative teaching of reading and writing, as well as the diversity and conditions of school spaces, added to the various understandings of language study among teachers, they indicate that this teaching did not occur uniformly, but was marked by representations about what primary school teachers understood reading and writing well to mean. The teaching of reading and writing played an important role in the process of expanding Primary Education in Pará, as it functioned as a mechanism to address the problems that hindered the implementation of the republican education project. This teaching was the tactic used for the normalization, regulation, and acculturation of a social profile, an educational and instructive device, and, above all, a device for propagating a political project that perceived, in the collective readings of reading and writing instruction, the ideal way to establish the idea of renewal in the profile of modern education in Pará.PPGED - Saberes culturais e educação na Amazônia