Memórias da disciplina Estudo de Problemas Brasileiros (EPB) no currículo das universidades paraibanas: lembrando para não esquecer (1969-1993)

• Ano de defesa: 2022
• Autor(a) principal: Pessoa, Ana Danielly Leite Batista
• Tipo de documento: Tese
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: (Observação: Ficha catalográfica sem assinatura do bibliotecário); História da educação; Problemas brasileiros; Ditadura civil-militar; Representações; História e memória; Doutrinação e domesticação; Estudo dos Problemas Brasileiros; Civil-military dictatorship; Representation; History and memory; Indoctrination and domestication; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/26920

The civil-military dictatorship, that began in March 1964, with civil-military coup, and ended in January 1985, had established Human Rights violation and had contributed to memories forgetting. So, the educational field had been widely affected in this period, especially universities, considering freedom expression restriction, persecution of teachers and student movements, university reform promulgation and implementation of Estudo dos Problemas Brasileiros (EPB) discipline, created in 1969, and constituted as a mandatory curricular component through 869/69decree. Although there are important researches about Brazilian universities in this period, there is a gap about the microhistory of EPB in universities of Paraíba. It is in this sense that the present study is based, whose purpose is to analyze EPB disciplines development and organization in universities of Paraíba during the civil-military dictatorship and the first years of redemocratization (1964-1993), considering historical and mnemonic aspects, contributing to a “pedagogy for never more” fomentation. It is a qualitative project, conducted by written (legal, documental and bibliographical), oral (participants impressions and subjectivities) and iconographic (EPB´s manuals pictures) sources. The proposal is based on evidence paradigm (GINZBURG, 1989), on representation concept (CHARTIER, 1991; 2016; 1990), on memory (POLLAK, 1989; HALBWACHS, 2002; THOMPSON, 1992) and supported by oral history methodology (ALBERTI, 2003; MEIHY; HOLANDA, 2014). Writing elaboration is guided by the studies of authors, as: Motta (2014) and Germano (2011), to understand the scenario reality of EPB´s creation; Bittencourt (1993) and Fonseca (1999), about didactic books studies; Certeau (2015), Freire (2011, 2014) and Zenaide (2010), helping with tactics, resistance fortification and “pedagogy for nevermore” studies. In addition, the documental sources were reflections subject in relation to norms that underlie this study object, which is based on Educação Moral e Cívica (EMC). Proposing to overcome the silencing that had conditioned EPB´s discipline history, the present study tried to remember this history by subject voices that had lived this experience, the documents, teaching programs and school manuals that were found. So, in political instability time, this project is an invitation to reflect how EPB discipline had served as an instrument to reinforce civil-military dictatorship values and, in this way, being alerts to issues that interfere in Brazilian educational curriculum organization, nowadays. Is urgent to remember. Not a memory emptied of fight, but a hopeful memory, of someone who wants to fight for don´t forget. Fight for it never happens again.