Abstract
Abstract This study was motivated by understanding of the perspective of education of the body of women in teacher training included in the educational practices of the Londrina State Institute of Education (IEEL), in the 1970s. To consider the historiographical category of education of the body, the research focused on the studies of Norbert Elias ( 1993 , 2011 ). Thinking with Elias, the historiographical category of education of the body is understood as an educational process in which individuals, throughout their lives, internalize and naturalize behaviors and build a personality and self-awareness that are specific to the social structure and networks of relationships of which they are part. Through analyzing the educational practices of the body that permeated teacher training in Brazil, from a procedural perspective, it was possible to understand the existence of three formative parameters. Considering these formative parameters and the available historical sources (meeting minutes, reports, subject programs and pedagogical proposals), we approached a perspective of education of the body that permeated the educational dynamics of IEEL in the city of Londrina, Paraná, seeking to train a woman/teacher who was competent and responsible, presented polite behavior, had self-control over her own body and emotions, and who did not forget her role as a woman in a society in which family representation and the home were still responsibilities strongly attributed to her.
Published Version
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