“Escripturação”, organização e cultura escolar no Grupo Escolar Gama e Melo - 1928/1949

• Ano de defesa: 2020
• Autor(a) principal: Advíncula, Charya Charlotte Bezerra
• 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: Cultura escolar; Grupo Escolar Gama e Melo; Processos escolares; School culture; Gama e Melo School Group; School processes; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18695

In the first decades of the twentieth century, Paraíba began its educational reform, with the aim of organizing and disciplining primary education, giving rise to a new school culture that reflected the way in which the new political system “A República” had over the education. Upon reaching the interior of the schools, the new standards suffered interference from the daily practices of the school agents who made them operational, partly because they did not suit the peculiarity of the school, but also due to the lack of qualification of these professionals in some establishments, as well as the lack of periodicity. of the material that aided educational activities by the government. These factors made the Gama e Melo School Group professionals who worked there in the first years of its implantation have to reframe their practices in the face of changes in institutions, causing old and new practices to coexist or be readapted in the daily life of this school, in a way that could meet your needs. Our thesis argument is that at Grupo Escolar Gama e Melo the uniformity of school processes intended by the education system of Paraíba, even in the first decades of the twentieth century, was not carried out according to the regulatory provisions, due to the school culture of that institution and the structural conditions of the State, which did not fully offer the necessary requirements so that the changes could be carried out, so that, many times, the educational agents had to adapt them, sometimes due to the lack of structure to carry them out, sometimes due to the everyday school practices and needs. We developed our discussion based on the bibliography pertinent to the history of Education, in addition to a wide range of official documentary sources produced by public agents in the exercise of their functions, such as: reports from the Director of Public Education and technical teaching inspectors, presidential messages, student registration and attendance books, among others. The entire documentary corpus was analyzed and interpreted from the perspective of the new cultural history, linked to school culture, having as theoretical support the studies of Benito (2019; 2017), Chartier (1990), Escolano (2010), Julia (2001), Faria Filho (2017), Pinheiro (2002). The prescribed documentation demonstrated that, in the school in question, adjustments were necessary in the norms established in the educational reform of 1917, as well as in the mandatory documents for this school model, so that their daily activities and functioning could be organized.