In this paper, we present partial results of the master's research, in development, whose main objective is to research, find and analyze the curricula of the Normal School of São Paulo, focusing the teaching of Calligraphy and Drawing in the training of Normal School of São Paulo’s teachers in the period from1846 to 1934. The Normal School of São Paulo - Brazil was considered, during its period of existence and functioning, as a model school in its twofold sense: as a modeler of teacher training and as a model to be followed by other teacher training institutions - first in São Paulo, and later, it becomes a model, whose ideas were disseminated in several regions of Brazil. The object of the investigation is, therefore, the curriculum of the Normal School of São Paulo regards to the teaching of Calligraphy and Drawing, of the Normal School, in the female section, between 1846 – 1934. The research corpus consists of material published in several formats, especially in books and manuals for teachers, which are believed to contain the concepts, contents and privileged theoretical references in the subject under study, related to the training of female teachers. Based on this research proposal, the following guiding questions emerged: differences between curriculum of Calligraphy Teaching and Drawing for female and male students were justified by virtue of which aspects (considering that this teaching had the same purpose, that is, teacher training)? What was the purpose of manual labor in the female section of the Normal School of São Paulo - Brazil? What is the role played by women in the magisterium career during this period, observing their formation? Our hypothesis for these questions is that the differentiations regarding the methods and the knowledge to be taught to teachers in the Teaching of Calligraphy and Drawing are justified by virtue of the existence of a given Brazilian social and political formation that differentiated male teachers’ knowledge from female teachers’ knowledge for education in São Paulo. The theoretical-methodological framework that underlies the investigations is constituted by BARBOSA’s theorizations (2012), regards to art-education. ALMEIDA’s studies (2016) discusses curriculum issue. Regarding to the history of the São Paulo Normal School - Brazil and the History of Education, DIAS (2003) and MONARCHA (1999) support our discussion. So far, we have as partial results, based on the analysis of the material researched, that women's education was emancipatory for that time, pointing out that women were not considered citizens. Thus, a doctrinal education, however, made possible the women´s insertion into the job market.