Uma escola sem muros: Colégio Estadual de Minas Gerais (1956-1964)

• Ano de defesa: 2010
• Autor(a) principal: Aleluia Heringer Lisboa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Ensino secundário; Colégio Estadual de Minas Gerais (1956-1964); Memória coletiva; Escolas secundarias; Escolas publicas; Educação História
• Link de acesso: http://hdl.handle.net/1843/FAEC-8GAGQB

This research investigates the production of collective memory about the school Colégio Estadual de Minas Gerais (1956-1964), which has academic excellence, culture and freedom as its traces. The study is focused in 1956, when the school, which was located in the district of Barro Preto, was moved to the district of Lourdes. Oscar Niemeyers architecturally designed premises, defined by its former students as a school with no walls, apart from being a remarkable trace in the history of the institution and a landmark in the city of Belo Horizonte, made it possible for people to come and go and for an increasing number of students to attend the school.The work had the Brazilian secondary school as its background, historically structured to have a few students attending its classes and which, under pressure of several sectors of society, opened its doors to an each time larger population for several reasons that go way beyond its local premises in Belo Horizonte to a larger industrialization context and also to an educational rearrangement for secondary school in Brazil. Under the circumstances, it was ambiguous to represent a school without walls. The absence of walls in its architectural meaning led to free access, which would have been suitable to a democratic space. But even though that was the intention of the architect, the school with no walls contrasted clearly with the fact that it was hardly accessible to a large amount of Belo Horizonte youngsters. Being admitted and enduring in the school meant breaking other barriers. This study aimed then at exposing the tension between these two contrasting systems of reasoning.There has been evidence from the memories of the individuals interviewed, 11 former students and 03 former teachers, of two distinguishable times and concepts related to the school. Hence their use as a time limit for the research: before and after the opening the new premises of the school and the military coup, both in 1964.A collection of documentary sources have been used to study the theme: the press, oral testimony of the individuals concerned, photographs, school records and the magazine Revista Brazileira de Estudos Pedagógicos RBEP (Brazilian Magazine of Pedagogical Studies) from 1953 to 1963. As a theoretical reference, the subject had an impact on several authors in the history and sociology of education.