A INSTITUCIONALIZAÇÃO DA EDUCAÇÃO NO INÍCIO DO SÉCULO XX : O ADVENTO DA FORMAÇÃO DE PROFESSORES

Abstract

In this article, we propose to analyze the knowledge and practices incorporated into the social and personal memories of two respondents who were in the Normal School of Campinas in the first decades of the 20th century. Based on associations made through testimonials (former student and former teacher), we seek to understand the contradictions and the specificity of the mechanisms that produced the memories and history of the first public school teacher training in Campinas/SP. stand out in this research the dialogue between the interviews with deponents, the documents that testify the season – laws, texts written in newspapers, photos among others that present a succession of events and register the organization of school space, material conditions of the school and the methodology of work. This intricate route experienced in 30 years points to the construction of the debate on the need for a public school system (free, democratic and secular), linked to the speech of the State's commitment to the training of primary teachers. The values transmitted at that time were carriers and were part of a project of the nation to be built by means of school education in order to enhance the teaching process as a scientific and experimental practice, associated with the professionalization. In the wake of the data collected is highlighted the settings, time and languages that pervade the project of growth and development of the country, whereas propelling education as an instrument of progress and national reconstruction, in accordance with the aspirations of social promotion and Ascension. Were present at “Colégio Normal de Campinas" contradictory movements, which however exalted the power of teacher training in these schools, but denounced its problems and its shortcomings. Faced with these considerations, it is essential, in the educational context, be kept in the circle of ideas, friendships and struggles that circulated at the time regarding the role of school moral and intellectual development of young students who are candidates for teaching.

http://dx.doi.org/10.14572/nuances.v20i21.1103