Da escola normal à habilitação específica para o magistério em 2° grau: práticas e apropriações (1961-1981)

• Ano de defesa: 2011
• Autor(a) principal: Frankfurt, Sandra Herszkowicz
• Orientador(a): Giovanni, Luciana Maria
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação de professores; Lei 5692/71; Escola normal
• Palavras-chave em Inglês: Teachers formation; Law number 5692/71; Normal school
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10312

In this work we analyze practices and appropriations that happened from the teachers formation at Normal School to the Specific Qualification to Teaching Work (HEM) in High School, which were put into practice in 1971, with the Law number 5692/71. For this reason, such practices and appropriations are investigated in two institutions of the city of São Paulo, with different profiles, a public and a private institution: the Public State Primary and Secondary School Padre Anchieta and Santa Inês Private School, whose courses of teachers formation, in the 1960s, were still based in the Normal School and kept this model till the 1970s, when, with the Law 5692/71, the teachers formation Normal School was replaced by the Specific Qualification to Teaching Work in High School. The choice for analyzing those practices and appropriations is due to the intention of increasing the analysis which evaluated the Law 5692/71, and accused it of being responsible for degrading the teachers formation in the 1970s. This work is accomplished with the theoretical support of Michael de Certeau and Roger Chartier, especially concerning the concepts of representation, practice and appropriation. With the analysis of the practices and appropriations, we aim to investigate how institutions with such different profiles assume the legal piece, how they put into practice the determinations for the teachers formation and whether this law was able to produce expressive changes, which could be responsible for degrading the quality of this formation. As sources, we considered the Law 5692/71 contrasting with the Law 4024/61, school profiles, students and teachers registers, besides interviews with thirteen agents (school workers, teachers and students) who were present at the implementation of the Law 5692/71 in both schools and with the current Minister of Education and Culture at the time of the implementation of the Law. The results obtained allow us to realize that both institutions appropriate themselves in a different way of the Law 5692/71. When analyzing the documents and interviewing the subjects who were present during that period, we verify that the Law was approved in the school context back then. Moreover, the analysis of the school profiles allows us to affirm that this law cannot be responsible for degrading the teachers formation, changing it into a technical formation, in spite of the critics by numerous researchers in the area of Education. Therefore, with this work, we understand that those critics are more justified once there is an opposition to the political system of Dictatorship in operation, than by the analysis of the practices instituted with the Law in the schools. Besides, only from the analysis that takes into consideration the practices and appropriations it is possible to realize the reach of the Law in contrast with an already established school culture, confirming thus the considerations of Viñao Frago, who analyze the educational reforms, points out that theory, law and practices do not match