ABSTRACT
The present paper investigates the institutionalization of elementary school in the Province of Paraná from the perspective of children with the use of egodocuments produced by adults who, in childhood, attended the schools of the region and, in these writings about themselves, bequeathed testimonies about their childhood schooling experiences. The study encompasses the provincial period of Paraná from 1854 to 1889. It starts with the analysis of educational practices and the role of elementary school teachers in the institutionalization of public primary schools as perceived by children who attended these establishments. Then, the constitution of school times as demarcating elements of identity and the place of school in the life of children and the provincial society of Paraná is investigated. It is concluded that the history that can be written based on the egodocuments is that of the institutionalization of the primary school in another temporal and social level: the one experienced and perceived by children.
Keywords:
Child; Egodocuments; History of education; Paraná; Nineteenth century.