A formação de professores primários nos impressos: Ataliba de Oliveira e o enfrentamento ao escolanovismo (São Paulo, 1936-1961)
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Data
2022-11-28
Autores
Bueno, Manuela Priscila de Lima [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Com esta tese objetivou-se identificar, analisar e problematizar discursos sobre a formação de professores primários no Estado de São Paulo, entre 1936 e 1961, engendrando os sentidos construídos por elas no âmbito das discussões da Escola Nova. Para tanto, serviram como fontes os artigos e crônicas de Ataliba Antonio de Oliveira, no jornal Correio Paulistano, escritos entre 1936 e 1941, possibilitando analisar a Escola Nova pela perspectiva do enfrentamento a ela por meio de um intelectual que utilizou sua experiência no aparelho escolar paulista como balizadora de seus argumentos, quando o ideário tornava-se hegemônico; e a Revista Pesquisa e Planejamento, com as publicações entre 1957 e 1961, que funcionou como boletim das atividades do Centro Regional de Pesquisas Educacionais de São Paulo (CRPE/SP), permitindo a observação do ideário em momento de perecimento de ideias e tentativa de resgate pelos renovadores. O cotejamento entre as duas fontes, a legislação e alguns documentos do período, com análises sob a luz de proposições teórico-metodológicas de autores como Michel de Certeau e Roger Chartier, permitiram concluir que o que houve foi a continuidade de temas e problemas que não tinham se esgotado, nem se resolvido com os brados de revolução e mudança, arrastando-se pelas décadas posteriores a 1930 no âmbito da instrução pública paulista. Tinha-se, então, alguém que analisou habilmente as vicissitudes do período que vivia, pontuando possíveis consequências do fervor escolanovista, e um ideário, anos depois, que não pôde se furtar da realidade do ensino paulista e empreendeu iniciativas para salvaguardar suas ideias.
This thesis aimed to identify, analyze and problematize discourses on the training of primary school teachers in the State of São Paulo, between 1936 and 1961, engendering the meanings constructed by them within the scope of the discussions of the Progressive Education. To this end the articles and chronicles by Ataliba Antonio de Oliveira, in the newspaper Correio Paulistano, written between 1936 and 1941, served as sources, making it possible to analyze the Escola Nova from the perspective of confronting it through an intellectual who used his experience in the school apparatus from São Paulo as a guide for his arguments, when ideas became hegemonic; and the periodical Pesquisa e Planejamento, with publications between 1957 and 1961, which served as a bulletin for the activities of the Regional Center for Educational Research in São Paulo (CRPE/SP), allowing the observation of ideas at a time when ideas were dying and an attempt to redeemed by the renovators. The comparison between the two sources, the legislation and some documents of the period, with analyzes in the light of theoretical-methodological propositions of authors such as Michel de Certeau and Roger Chartier, allowed us to conclude that what happened was the continuity of themes and problems that had not been exhausted, nor resolved with the cries of revolution and change, dragging on through the decades after 1930 in the sphere of public education in São Paulo.
This thesis aimed to identify, analyze and problematize discourses on the training of primary school teachers in the State of São Paulo, between 1936 and 1961, engendering the meanings constructed by them within the scope of the discussions of the Progressive Education. To this end the articles and chronicles by Ataliba Antonio de Oliveira, in the newspaper Correio Paulistano, written between 1936 and 1941, served as sources, making it possible to analyze the Escola Nova from the perspective of confronting it through an intellectual who used his experience in the school apparatus from São Paulo as a guide for his arguments, when ideas became hegemonic; and the periodical Pesquisa e Planejamento, with publications between 1957 and 1961, which served as a bulletin for the activities of the Regional Center for Educational Research in São Paulo (CRPE/SP), allowing the observation of ideas at a time when ideas were dying and an attempt to redeemed by the renovators. The comparison between the two sources, the legislation and some documents of the period, with analyzes in the light of theoretical-methodological propositions of authors such as Michel de Certeau and Roger Chartier, allowed us to conclude that what happened was the continuity of themes and problems that had not been exhausted, nor resolved with the cries of revolution and change, dragging on through the decades after 1930 in the sphere of public education in São Paulo.
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Palavras-chave
Educação, Escola Nova, Formação de professores, Ensino normal, Circulação de ideias, Education, Progressive education, Teacher education, Normal education, Movement of ideas