“Política também se aprende na escola”: a luta da E. M. Friedenreich pela sua permanência no Maracanã, Rio de Janeiro

• Ano de defesa: 2022
• Autor(a) principal: Gomes, Guilherme Santos
• Outros Autores: [e-mail]
• Orientador(a): Freire, Leticia de Luna
• Banca de defesa: Brum, Mario Sérgio Ignácio , Gomes, Priscila Ribeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação, Cultura e Comunicação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense
• País: Brasil
• Palavras-chave em Português: Escola Municipal Friedenreich; Megaeventos esportivos; Memória coletiva; Mobilização coletiva; Socialização política
• Palavras-chave em Inglês: Sports mega-events; Collective memory; Collective mobilization; Political socialization
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/17768

This dissertation aims to analyze the process of Friedenreich Municipal School’s collective mobilization to stay at its place of origin, located at Maracanã neighborhood. Opened in 1965, this teaching institution, located between the Maracanã and Maracanãzinho stadiums, was the target of a demolition plan in the context of 2000s mega-sporting events in Rio de Janeiro, in particular the 2014 World Cup and the 2016 Olympic Games. Thus, we seek to understand how the school’s community was able to articulate itself politically and build a counter discourse in facing the threat of demolition and its transfer to another neighborhood, involving civil society, non-governmental organizations and other social movements, until it obtained a successful resolution to the conflict. Methodologically, this research conducted bibliographical survey, social media, audiovisual and document analysis, mainly using the archives of the school itself. Through analysis of social platforms, its images helped to transpose onto paper the long journey of resistance endured by the school. In addition, semi-structured interviews were conducted with 20 individuals whom actively participated in the process, enabling us to recognize the facts and details that still remain active in the collective memory of each individual about the specific struggle. Examining this large and varied material, we conclude that the collective mobilization, due to the conflict with the State, consisted of an important learning process and political socialization inside the school’s community. This learning process and political socialization has had continual consequences in the construction of its memory and identity.