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• W2495299600 abstract "This free-paper aims to identify and understand the use of school uniforms, as a device of school practices, one of the many expressions of school’s material culture, which is addressed here “as a kind of objective register of the empirical culture of educational institutions” (Benito Escolano, 2010). It should be borne in mind the concept of Julia (2001): “School culture is described as a set of rules that define the knowledge to be passed on and conducts to be inculcated, and a set of practices that allow the transmission of this knowledge and the incorporation of behavior.” Through the concept of school culture, it emphasizes the practices that give visibility to the materiality of the school uniform as an artifact. (Ribeiro & Silva, 2012) The school uniform will be addressed in a case study, that of a centennial secular school, through various stages of its history, the Liceu Feminino Santista, founded in 1902, in Santos, Sao Paulo State, Brazil, by the Associacao Feminina Santista (Women’s Association of Santos), its sponsor until 1977, when it became a catholic and mixed institution, maintaining until today its original educational prestige. Throughout its long existence, various types of uniform were made. The historical beacons of this presentation cover from the beginning of the 20 th century until the year 1992, from which virtually no radical changes were made to the utilized models. This study tries to understand the uniform in the cultural context of the society in which the school is inserted (produce of political, religious, scientific and pedagogical dimensions), seen as an artifact that wants to communicate something (Eco, 1989). The concept of school culture enables the investigation of school uniform as a practice of regulation and conduct (disciplinary aspects, subjugation of bodies or subjects to standards and rules; female modesty). It indicates, also, the institution’s efforts to inculcate practices of civility and hygienism (Elias, 2015). The school uniform can be studied, not only in the aspect of standardization, for the elimination of social differences, but, also, as an element of institutional identity (Silva, 2000). Its variety of styles is evidence of relations with fashion, the meaning of dress codes, the language of bodies and the transformation of clothing to people and society (Laver, 1996; Lonza, 2005; Lurie, 1997). However, the use of accessories (hats, caps, monograms, coats of arms, ribbons, haircuts) should be viewed beyond the aspect of fashion or modernity (for example, the use of ties as a way for women to assert themselves in the world of work). The acceptance, transgression or resistance to the use of uniforms can be observed in many ways (in institutional management, for families, children and young people). (Louro, 2000) In the analysis of the uniforms, this free-paper focus in the iconographic documentation of the Liceu Santista, featured in albums and in a rich collection of individual photos. For more recent time periods (second half of the 20 th century), it’s primarily based on school newsletters and interviews with some former students." @default.
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• W2495299600 date "2016-02-26" @default.
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• W2495299600 title "The art of dressing well: the analysis of school uniforms as an expression of the materiality of school culture" @default.
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