A proposta nos módulos do Projeto Logos II e a prática docente do professor-cursista em Rondônia
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Data
2019-06-27
Autores
Gouveia, Cristiane Talita Gromann de
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Universidade Estadual Paulista (Unesp)
Resumo
Na década de 1970, foi implantado o Projeto Logos II em alguns estados do Brasil, com objetivo de formar professores não habilitados que estavam atuando em sala de aula nas quatro primeiras séries do 1º Grau. Em regime emergencial, esse programa habilitava em nível de segundo grau e magistério, trabalhava com o ensino a distância no sistema modular. Em Rondônia, estudos apontam que o Projeto foi desenvolvido de 1976 a 1994, mas, apesar de sua importância para a educação, uma vez que foi um dos primeiros no estado e representou uma possível via de entrada de propostas educacionais, não há pesquisas que tratem especificamente da formação dos cursistas do Logos II. Assim, a pesquisa aqui delineada, tem como objetivo elaborar uma interpretação histórica a partir dos materiais didáticos do Logos II, estabelecendo relações com os depoimentos dos professores rondonienses que abordam o cotidiano escolar da época em que cursaram o referido projeto (1976 a 1994). Como fontes, foram considerados os módulos, as legislações, as fichas de matrículas, os históricos escolares, os diplomas e outros documentos dos cursistas referentes ao Logos II, além disso, analisamos também as entrevistas que foram realizadas com professores-cursistas nas cidades de Ariquemes, Pimenta Bueno e Vilhena, amostras de locais onde o projeto funcionou. Como aportes teórico-metodológicos, têm-se, principalmente, o paradigma indiciário de Ginzburg (1989; 2002; 2008), o conceito de documento como citado por Le Goff (2003), a crítica ao documento de Bloch (2001), a triangulação de dados de Mathison (1988), no conceito de história cultural de Peter Burke (2005, 2012), a concepção de memória como tratado por Halbwachs (2003) e a definição de currículo de Goodson (2012). Constatamos como principais resultados que os módulos não tinham uma marca conceitual hegemônica, sendo compostos por uma fusão de diversas tendências teóricas que foram muitas vezes motivadas por concepções estrangeiras. Ademais, por mais que os módulos fossem elaborados por autores distintos esses materiais didáticos assumiam o mesmo estilo conceitual, marcados por um ecletismo conceitual que estava em de acordo com as concepções de educação da época. Devido aos módulos serem para formação de professores, tais aglomerados de teorias e concepções influenciaram de alguma forma no discurso sobre a prática docente desses professores-cursistas. Ainda de acordo com os discursos desses docentes, como inicialmente eles não tinham a preparação/certificação formal para lecionar, as suas práticas docentes também foram influenciadas pelo comportamento de seus antigos professores, pelo conhecimento adquirido no cotidiano da escola e da comunidade e demais saberes que não pertencem ao âmbito escolar.
In the 1970s, the Logos II Project was implemented in some states of Brazil, aiming to train unqualified teachers who were working in the classroom in the first four grades of the first et school. In an situation, this program enabled at the second level and teaching, it mas developed with distance learning in modular system. In Rondônia, studies indicate that the Project was developed from 1976 to 1994, but despite its importance for education, since it was one of the first in the state and represented a possible way of disseminate educational proposals, there is no research about specifically training of the students of Logos II. The purpose of this research is to elaborate a historical interpretation based on the Logos II didactic material, establishing relations with the testimonies of the Rondonians teachers who approach the school daily life of the period in which they studied the project (1976 to 1994). As sources, we considered the modules, legislation, enrollment forms, school records, diplomas and other documents of the trainees referring to Logos II, in addition, we also analyzed the interviews that were carried out with teachers-students in the cities of Ariquemes , Pimenta Bueno and Vilhena, samples of places where the project worked. As a theoretical-methodological contribution, the Ginzburg (1989, 2002; 2008) paradigm, the concept of a document as quoted by Le Goff (2003), the critique of Bloch's paper (2001), the triangulation of data of Mathison (1988), Peter Burke's concept of cultural history (2005, 2012), the conception of memory as dealt with by Halbwachs (2003) and Goodson's definition of curriculum (2012). We found as main results that the modules did not have a hegemonic conceptual mark, being composed by a fusion of diverse theoretical tendencies that were often motivated by foreign conceptions. In addition, however much the modules were produced by different authors, these didactic materials assumed the same conceptual style, marked by a conceptual eclecticism that was in accordance with the conceptions of education of the time. Due to the modules being for teacher training, such clusters of theories and conceptions influenced in some way the discourse about the teaching practice of these teachers-cursistas. Still, according to the discourses of these teachers, as they initially did not have the formal preparation / certification to teach, their teaching practices were also influenced by the behavior of their former teachers, by the knowledge acquired in the daily life of the school and the community and other knowledge that do not belong to the school.
In the 1970s, the Logos II Project was implemented in some states of Brazil, aiming to train unqualified teachers who were working in the classroom in the first four grades of the first et school. In an situation, this program enabled at the second level and teaching, it mas developed with distance learning in modular system. In Rondônia, studies indicate that the Project was developed from 1976 to 1994, but despite its importance for education, since it was one of the first in the state and represented a possible way of disseminate educational proposals, there is no research about specifically training of the students of Logos II. The purpose of this research is to elaborate a historical interpretation based on the Logos II didactic material, establishing relations with the testimonies of the Rondonians teachers who approach the school daily life of the period in which they studied the project (1976 to 1994). As sources, we considered the modules, legislation, enrollment forms, school records, diplomas and other documents of the trainees referring to Logos II, in addition, we also analyzed the interviews that were carried out with teachers-students in the cities of Ariquemes , Pimenta Bueno and Vilhena, samples of places where the project worked. As a theoretical-methodological contribution, the Ginzburg (1989, 2002; 2008) paradigm, the concept of a document as quoted by Le Goff (2003), the critique of Bloch's paper (2001), the triangulation of data of Mathison (1988), Peter Burke's concept of cultural history (2005, 2012), the conception of memory as dealt with by Halbwachs (2003) and Goodson's definition of curriculum (2012). We found as main results that the modules did not have a hegemonic conceptual mark, being composed by a fusion of diverse theoretical tendencies that were often motivated by foreign conceptions. In addition, however much the modules were produced by different authors, these didactic materials assumed the same conceptual style, marked by a conceptual eclecticism that was in accordance with the conceptions of education of the time. Due to the modules being for teacher training, such clusters of theories and conceptions influenced in some way the discourse about the teaching practice of these teachers-cursistas. Still, according to the discourses of these teachers, as they initially did not have the formal preparation / certification to teach, their teaching practices were also influenced by the behavior of their former teachers, by the knowledge acquired in the daily life of the school and the community and other knowledge that do not belong to the school.
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Palavras-chave
Professores leigos, História da Educação, Material didático, Lay teachers, History of Education, Courseware