Disciplined Female Bodies at the Rui Barbosa Normal School

Authors

  • Juliana Farias Santos Universidade Federal de Sergipe
  • Charlene Pereira de Jesus Federal University of Sergipe

DOI:

https://doi.org/10.55028/ca12wb06

Abstract

This study aims to identify certain discourses that permeated the Rui Barbosa Normal School, viewing them as mechanisms for disciplining the female bodies present there. The initial question posed is: How did these discourses manifest in the students' bodies? To address this, a Foucaultian genealogical approach was adopted, enabling an examination of how these discourses took effect on the female bodies within the institution. The discourses prevalent in Normal Schools reinforced the alignment of women with the social roles of homemaker and mother, while also promoting the moralistic and hygienist values ​​central to the institutions' rhetoric. At the Rui Barbosa Normal School, instruction went beyond mere academic content; the building's very structure and its regulations disciplined young women to become teachers—models of character and prudence to be emulated. Furthermore, we observe that despite the control and surveillance imposed on these bodies, there were instances of subversion and breaches of established boundaries, as students devised strategies to resist in alternative ways.

Author Biographies

  • Juliana Farias Santos, Universidade Federal de Sergipe

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  • Charlene Pereira de Jesus, Federal University of Sergipe

    I hold a degree in *Normal Superior* (Teacher Training) with a specialization in Pedagogy from the Faculty of Human and Social Sciences (AGES) in Paripiranga, Bahia (2008). I completed postgraduate studies (*Lato sensu*) in Art Education at the Faculty of Northwest Minas (FINOM, 2010) and in Children's and Adolescents' Rights in the School Environment at the Federal University of Sergipe (UFS, 2017). I hold a Master's degree in Education from UFS and am currently a doctoral candidate in Education at the same university. I began my teaching career between 2000 and 2002, first as a literacy instructor and later as a pedagogical monitor for the *Alfabetização Solidária* (Solidarity Literacy) Program. Currently, I teach at the elementary level (early years) in the municipality of Paripiranga, Bahia. For three consecutive years, I was part of the technical team at the Municipal Department of Education and coordinated the *Mais Educação* (More Education) Program at the municipal level in Paripiranga. I have experience in the field of education, including classroom experience with Early Childhood Education groups; I have taught all core subjects for elementary education (early years) and also taught Art and Science for elementary education (final years) in the municipality of Antas, Bahia. My experience also includes coordinating and teaching at the João Nilo Municipal School in Antas (2007); coordinating teachers at the Maria Dias Trindade Municipal School (covering Early Childhood Education through 9th grade) for two consecutive years (2011–2012) in Paripiranga; and serving for three consecutive years as a study advisor for PNAIC (National Program for Literacy at the Right Age). Additionally, I taught at a private school in Antas—Centro Educacional Mundo Feliz—from 2007 to June 2009, and taught in the Youth and Adult Education program in Paripiranga in 2017. I am a member of two research groups at the Federal University of Sergipe (CNPq/UFS): GPECS (Education, Culture, and Subjectivity) and EDUCON (Education and Contemporaneity Study Group).

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Published

2026-09-21

Issue

Vol. 2 No. 22 (2026): DOSSIÊ: INTERSECÇÕES ENTRE EDUCAÇÃO, DIVERSIDADE E INCLUSÃO: A URGÊNCIA DE “TRANSVER O MUNDO"

Section

ARTIGOS

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