Cenários do MOBRAL: caso de Araras/SP
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Data
2019-06-28
Autores
Silva, Simone da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa foi nominada “Cenários do MOBRAL: caso de Araras/SP”. Esta é uma continuidade da nossa dissertação de Mestrado “Panorama Histórico do MOBRAL: operacionalização no município de Araras”. Em Cenários do MOBRAL: caso de Araras/SP, o objetivo foi verificar algumas práticas de professores que lecionaram no MOBRAL em Araras, interior de São Paulo. Os cenários aqui apresentados foram se formando por meio dos relatos que continham as vivências e experiências de nossos colaboradores aliados aos sons emitidos dos documentos escritos. Nesses, foram incluídos documentos oficiais elaborados pelos organizadores do Movimento, documentações cedidas pelo Arquivo da Prefeitura Municipal de Araras, jornais arquivados na Câmara Municipal do Município e também alguns livros de Matemática utilizados no MOBRAL, localizados na Fundação Biblioteca Nacional do Rio de Janeiro, além do diário de campo e as canções que fizeram parte da composição do trabalho. Dentre tantos autores escolhidos para o aprofundamento de leituras, sendo todos os outros não menos importantes, estão: Elias (1998), Hobsbawn (2005), Freire (1983), Freire (1987), Freire (1996), Alberti (2004), Adorno (1995), Freitas (2006), Paiva (1987) e Romanelli (1983). Por meio do aporte teórico metodológico História Oral, foram realizadas entrevistas com cinco professores e duas alunas partícipes do MOBRAL no Município de Araras nas décadas de 1960-1980. A análise foi realizada por meio da triangulação de dados, em que pudemos perceber a repercussão de um outro MOBRAL neste estudo, caracterizando os diversos cenários formados que constituíram o MOBRAL-Araras. O MOBRAL traz a tese do liberalismo conservador, porém apontamos nessa pesquisa uma prática subversiva, evidenciando uma grande contradição desse estudo: a Proposta do MOBRAL versus a prática efetivada. Visualizamos um cenário composto por professores comprometidos, em busca de experiências e com alunos que queriam aprender. As práticas de alfabetização foram realizadas cada qual à sua maneira, sempre com o foco na aprendizagem do ler e escrever e a partir do que o aluno trazia para as aulas. No que tange às aulas de Matemática, o enfoque deu-se nas atividades da matéria relacionadas às quatro operações e à resolução de “problemas”. No tocante ao relacionamento professor-aluno havia um respeito recíproco entre os partícipes dessa História. A educação era percebida como agente de transformação social e a força de vontade dos alunos refletia uma didática comprometida dos docentes realizada na doação e com bastante dedicação.
The present research was named "Scenarios of MOBRAL: Araras/SP case". This is a continuation of our master dissertation "Historical Background of MOBRAL: operationalization in the municipality of Araras". In MOBRAL Scenarios: the case of Araras/SP, the objective was to verify how some practices of teachers who taught at MOBRAL in Araras, interior of São Paulo, developed. The scenarios presented here were formed through the reports that contained the experiences and experiences of our collaborators allied to the sounds emitted from the written documents. These included the official documents prepared by the organizers of the Movement, documentation provided by the Archive of the Municipality of Araras, newspapers filed in the city council and also some books of Mathematics used in MOBRAL, located in the National Library Foundation of Rio de Janeiro. of the field diary and the songs that were part of the composition of the work. Among the many authors chosen to deepen the reading, all others being no less important, we can cite: Elias (1998), Hobsbawn (2005), Freire (1983), Freire (1987), Freire, Adorno (1995), Freitas (206), Paiva (1987), and Romanelli (1983). Through the methodological oral history methodological contribution, interviews were conducted with five teachers and two female students of MOBRAL in the Municipality of Araras in the 1960-1980. The analysis was performed through data triangulation, in which we could perceive the repercussion of another MOBRAL in this study, characterizing the different scenarios that formed the MOBRAL-Araras. MOBRAL brings the thesis of conservative liberalism, but we point out in this research a subversive practice, highlighting a major contradiction of this study: the MOBRAL Proposal versus actual practice. We visualized a scenario composed of committed teachers, in search of experiences and with students who wanted to learn. The literacy practices were carried out each in their own way, always with the focus on learning to read and write and from what the student brought to class. Regarding Mathematics classes, the focus was on the activities of the subject related to the four operations and the resolution of "problems". With respect to the teacher-student relationship there was a reciprocal respect among the participants in this History. Education was perceived as an agent of social transformation and the students' willpower reflected committed didactics of teachers carried out in the donation and with a lot of dedication.
The present research was named "Scenarios of MOBRAL: Araras/SP case". This is a continuation of our master dissertation "Historical Background of MOBRAL: operationalization in the municipality of Araras". In MOBRAL Scenarios: the case of Araras/SP, the objective was to verify how some practices of teachers who taught at MOBRAL in Araras, interior of São Paulo, developed. The scenarios presented here were formed through the reports that contained the experiences and experiences of our collaborators allied to the sounds emitted from the written documents. These included the official documents prepared by the organizers of the Movement, documentation provided by the Archive of the Municipality of Araras, newspapers filed in the city council and also some books of Mathematics used in MOBRAL, located in the National Library Foundation of Rio de Janeiro. of the field diary and the songs that were part of the composition of the work. Among the many authors chosen to deepen the reading, all others being no less important, we can cite: Elias (1998), Hobsbawn (2005), Freire (1983), Freire (1987), Freire, Adorno (1995), Freitas (206), Paiva (1987), and Romanelli (1983). Through the methodological oral history methodological contribution, interviews were conducted with five teachers and two female students of MOBRAL in the Municipality of Araras in the 1960-1980. The analysis was performed through data triangulation, in which we could perceive the repercussion of another MOBRAL in this study, characterizing the different scenarios that formed the MOBRAL-Araras. MOBRAL brings the thesis of conservative liberalism, but we point out in this research a subversive practice, highlighting a major contradiction of this study: the MOBRAL Proposal versus actual practice. We visualized a scenario composed of committed teachers, in search of experiences and with students who wanted to learn. The literacy practices were carried out each in their own way, always with the focus on learning to read and write and from what the student brought to class. Regarding Mathematics classes, the focus was on the activities of the subject related to the four operations and the resolution of "problems". With respect to the teacher-student relationship there was a reciprocal respect among the participants in this History. Education was perceived as an agent of social transformation and the students' willpower reflected committed didactics of teachers carried out in the donation and with a lot of dedication.
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Palavras-chave
Educação de Jovens e Adultos, Práticas docentes, MOBRAL, História oral, Youth and Adult Education, Teaching practices, Oral history