Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985)
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Educação
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Palavras-chave em Espanhol: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://ri.ufs.br/jspui/handle/riufs/15954 |
Resumo: | The purpose of this thesis is to understand from the memory of the school routine of teachers who worked in the schools of Acampamento Chesf in the period from 1949 to 1985, how the educational process occurred with the children. Based on the premise that the school routine establishes concepts of subjects and social practices for the education of children, we specifically seek to: identify the ordering of plans and actions undertaken by teachers; recognize the objectives of educational institutions for children; explain the movement of relations between children and teachers; and enunciate the political, cultural, and social interference immersed in children's experiences. The time frame between the years of 1949 to 1985 corresponds, respectively, to the start of operations of the company CHESF in the city of Paulo Afonso, BA, Brazil, with the beginning of the construction of educational institutions within the camp, and to the period of completion of the hydroelectric construction works, which comprises the social unification of the camp with the other part of the city, named Vila Poty. The study is classified in the field of Social History of Childhood and in the History of Education, guided by the concepts of childhood from Modernity and the contributions of the educational concepts of Historical-Critical Pedagogy. Based on the methodological approach of Oral History, we used as sources, in particular, the memories of twelve teachers who worked in the Company's schools with children aged between four and fourteen, who were part of the kindergarten and primary school classes, and, in addition, photographs; normative documents, such as decrees and reports. The narratives were divided into four categories of analysis that approach the teachers' profile; the pedagogical organization of the schools; the teaching proposition for children; and the interference that the Company and the community both emitted over the educational institutions. The results show that the teachers were all women from the perspective that the female representation would be fundamental for a humanist formation, based on care and free from conflicts. The teaching practice was based on an educational project with common goals for all schools, regardless of the economic status of their children, systematized by the company's directors in partnership with the directors of the educational institutions and carried out through weekly plans, which were supervised by the pedagogical coordination. The teaching plan included cultural, historical, scientific, and social contents for an integral education, aiming at an ideal of a Chesfian worker, configured by a civilizing bias, with all the necessary requirements to continue the company's work and values. Didactic and cultural activities were mediated by norms and supervisions, which did not hinder affections and positive relationships between the subjects, who were in the internal and external environments of the school, sharing feelings, consolidated over the years, and prevailing in the meetings and in the memory. |
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Lima, Laíse SoaresBretas, Silvana Aparecida2022-07-12T20:24:24Z2022-07-12T20:24:24Z2022-03-31LIMA, Laíse Soares. Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985). 2022. 258 f. Tese (Doutorado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022.http://ri.ufs.br/jspui/handle/riufs/15954The purpose of this thesis is to understand from the memory of the school routine of teachers who worked in the schools of Acampamento Chesf in the period from 1949 to 1985, how the educational process occurred with the children. Based on the premise that the school routine establishes concepts of subjects and social practices for the education of children, we specifically seek to: identify the ordering of plans and actions undertaken by teachers; recognize the objectives of educational institutions for children; explain the movement of relations between children and teachers; and enunciate the political, cultural, and social interference immersed in children's experiences. The time frame between the years of 1949 to 1985 corresponds, respectively, to the start of operations of the company CHESF in the city of Paulo Afonso, BA, Brazil, with the beginning of the construction of educational institutions within the camp, and to the period of completion of the hydroelectric construction works, which comprises the social unification of the camp with the other part of the city, named Vila Poty. The study is classified in the field of Social History of Childhood and in the History of Education, guided by the concepts of childhood from Modernity and the contributions of the educational concepts of Historical-Critical Pedagogy. Based on the methodological approach of Oral History, we used as sources, in particular, the memories of twelve teachers who worked in the Company's schools with children aged between four and fourteen, who were part of the kindergarten and primary school classes, and, in addition, photographs; normative documents, such as decrees and reports. The narratives were divided into four categories of analysis that approach the teachers' profile; the pedagogical organization of the schools; the teaching proposition for children; and the interference that the Company and the community both emitted over the educational institutions. The results show that the teachers were all women from the perspective that the female representation would be fundamental for a humanist formation, based on care and free from conflicts. The teaching practice was based on an educational project with common goals for all schools, regardless of the economic status of their children, systematized by the company's directors in partnership with the directors of the educational institutions and carried out through weekly plans, which were supervised by the pedagogical coordination. The teaching plan included cultural, historical, scientific, and social contents for an integral education, aiming at an ideal of a Chesfian worker, configured by a civilizing bias, with all the necessary requirements to continue the company's work and values. Didactic and cultural activities were mediated by norms and supervisions, which did not hinder affections and positive relationships between the subjects, who were in the internal and external environments of the school, sharing feelings, consolidated over the years, and prevailing in the meetings and in the memory.La presente investigación tiene como objetivo comprender a partir de la memoria de la rutina escolar de los profesores que actuaron en las escuelas del Acampamento Chesf en el período de 1949 a 1985, cómo ocurrió el proceso educativo con los niños. A partir de la premisa de que el cotidiano escolar instituye concepciones de sujetos y prácticas sociales para la formación de los niños y niñas, buscamos específicamente, identificar el orden de las planificaciones y acciones emprendidas por las profesoras; reconocer los objetivos inherentes en las instituciones educativas de enseñanza para la infancia; explicar el movimiento de las relaciones entre los niños y las profesoras; y enunciar las mediaciones políticas, culturales y sociales inmersas en las experiencias infantiles. El recorte temporal entre los años 1949 a 1985, se justifica por coincidir, respectivamente, con el inicio de la actuación de la empresa Chefs en el municipio de Paulo Alfonso, con la edificación de instituciones escolares, y el período de finalización de las obras hidroeléctricas de la Compañía que comprende la unificación social del Campamento con la Vila Poty. El estudio se sitúa en el campo de Historia Social de la Infancia y en la Historia de la Educación, teniendo como norte la perspectiva de la infancia a partir de la Modernidad y las contribuciones de los conceptos educativos de la Pedagogía Histórico-Crítica. Basado en el enfoque metodológico de la Historia Oral, utilizamos como fuentes, especialmente, las memorias de doce profesoras que actuaron en las escuelas de la Compañía con niños y niñas en la faja etárea de cuatro a catorce años, insertas en las clases de jardines y enseñanza primaria, además de las fotografías y documentos normativos del período, como por ejemplo decretos e informes. Las narraciones fueron organizadas para su análisis en cuatro categorías que explican el perfil de las profesoras; la organización pedagógica de las escuelas; las proposiciones de enseñanza para la infancia; y las interferencias que la Compañía y la comunidad emitieron sobre las instituciones escolares. Los resultados evidenciaron que las profesoras eran todas mujeres por la perspectiva de que la figura femenina sería fundamental para la formación humanitaria de cuidado, libre de conflictos. La actuación docente ocurría a partir de un proyecto educativo con objetivos comunes para todas las escuelas, independiente de la condición económica de los niños matriculados, sistematizado por los dirigentes de la empresa en asociación con las directoras de las instituciones y efectuado por medio de las planificaciones semanales que eran fiscalizadas por la coordinación pedagógica. El plan de enseñanza contemplaba contenidos culturales, históricos, científicos y sociales para una formación integral, apuntando a un ideal de sujeto chefsiano, configurado por un sesgo civilizador, con todos los requisitos necesarios para dar continuidad a los trabajos y valores de la empresa. Las rutinas de actividades didácticas y culturales, eran mediadas por regulaciones y supervisiones, que no obstaculizaron afectos y relaciones positivas entre los sujetos, que se encontraban en los espacios internos y externos de la escuela, compartiendo sentimientos, consolidados con el transcurso de los años y prevalecientes en los encuentros y en la memoria.A presente tese tem como objetivo central compreender a partir da memória do cotidiano escolar de professoras que atuaram nas escolas do Acampamento Chesf no período de 1949 a 1985, como ocorria o processo educacional com as crianças. A partir da premissa que o cotidiano escolar institui concepções de sujeitos e práticas sociais para formação das crianças, buscamos, especificamente, identificar a ordenação dos planejamentos e ações empreendidas pelas professoras; reconhecer os objetivos inerentes nas instituições educacionais de ensino para as crianças; explanar o movimento das relações entre as crianças e as professoras; e enunciar as mediações políticas, culturais e sociais imersas nas experiências infantis. O recorte temporal entre os anos de 1949 a 1985, justifica-se por condizer, respectivamente, ao início de atuação da empresa Chesf no município de Paulo Afonso com a edificação de instituições escolares, e ao período de finalização das obras hidroelétricas da Companhia que compreende a unificação social do Acampamento com a Vila Poty. O estudo situa-se no campo da História Social da Infância e na História da Educação, norteando-se pela perspectiva de infância a partir da Modernidade e pelas contribuições dos conceitos educacionais da Pedagogia HistóricoCrítica. Com base no enfoque metodológico da História Oral, utilizamos como fontes, especialmente, as memórias de doze professoras que atuaram nas escolas da Companhia com crianças na faixa etária de quatro a quatorze anos, inseridas nas turmas de jardins e ensino primário, além de fotografias e documentos normativos do período, a exemplo de decretos e relatórios. As narrativas foram ordenadas para análise em quatro categorias que discorrem sobre o perfil das professoras; a organização pedagógica das escolas; a proposição de ensino para as crianças; e as interferências que a Companhia e a comunidade emitiam sobre as instituições escolares. Os resultados evidenciam que as professoras eram todas mulheres pela perspectiva que a figura feminina seria fundamental para uma formação humanista de cuidados, livre de conflitos. A atuação docente ocorria a partir de um projeto educacional com objetivos comuns para todas as escolas, independente da condição econômica das crianças matriculadas, sistematizado pelos dirigentes da empresa em parceria com as diretoras das instituições e efetuado por meio dos planejamentos semanais que eram fiscalizados pela coordenação pedagógica. O plano de ensino contemplava conteúdos culturais, históricos, científicos e sociais para uma formação integral, visando um ideal de sujeito chesfiano, configurado por um viés civilizador, com todos os requisitos necessários para dar continuidade aos trabalhos e valores da empresa. As rotinas de atividades didáticas e culturais, eram mediadas por normatizações e supervisões, que não tolhiam afetos e relações positivas entre os sujeitos, que se encontravam nos espaços internos e externos da escola, compartilhando sentimentos, consolidados no decorrer dos anos e prevalecentes nos encontros e na memória.São CristóvãoporEducação de criançasMemóriaHistóriaEnsinoCompanhia Hidro Elétrica do São Francisco (Chesf)Educação de criançasMemórias de professorasChildren's educationTeachers' memoriesEducación de la infanciaMemorias de profesorasCIENCIAS HUMANAS::EDUCACAOUm rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPós-Graduação em EducaçãoUFSreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15954/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALLAISE_SOARES_LIMA.pdfLAISE_SOARES_LIMA.pdfapplication/pdf5140367https://ri.ufs.br/jspui/bitstream/riufs/15954/2/LAISE_SOARES_LIMA.pdf1a56a287aeafe52722cdc71df4f63ee3MD52TEXTLAISE_SOARES_LIMA.pdf.txtLAISE_SOARES_LIMA.pdf.txtExtracted texttext/plain655648https://ri.ufs.br/jspui/bitstream/riufs/15954/3/LAISE_SOARES_LIMA.pdf.txta36c5ee50bd6c8164a0a8ec91009ef21MD53THUMBNAILLAISE_SOARES_LIMA.pdf.jpgLAISE_SOARES_LIMA.pdf.jpgGenerated Thumbnailimage/jpeg1178https://ri.ufs.br/jspui/bitstream/riufs/15954/4/LAISE_SOARES_LIMA.pdf.jpg59c5d2806ab13c762dd991ddbc5f5276MD54riufs/159542022-07-12 17:24:24.39oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-07-12T20:24:24Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985) |
title |
Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985) |
spellingShingle |
Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985) Lima, Laíse Soares Educação de crianças Memória História Ensino Companhia Hidro Elétrica do São Francisco (Chesf) Educação de crianças Memórias de professoras Children's education Teachers' memories Educación de la infancia Memorias de profesoras CIENCIAS HUMANAS::EDUCACAO |
title_short |
Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985) |
title_full |
Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985) |
title_fullStr |
Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985) |
title_full_unstemmed |
Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985) |
title_sort |
Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985) |
author |
Lima, Laíse Soares |
author_facet |
Lima, Laíse Soares |
author_role |
author |
dc.contributor.author.fl_str_mv |
Lima, Laíse Soares |
dc.contributor.advisor1.fl_str_mv |
Bretas, Silvana Aparecida |
contributor_str_mv |
Bretas, Silvana Aparecida |
dc.subject.por.fl_str_mv |
Educação de crianças Memória História Ensino Companhia Hidro Elétrica do São Francisco (Chesf) Educação de crianças Memórias de professoras |
topic |
Educação de crianças Memória História Ensino Companhia Hidro Elétrica do São Francisco (Chesf) Educação de crianças Memórias de professoras Children's education Teachers' memories Educación de la infancia Memorias de profesoras CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Children's education Teachers' memories |
dc.subject.spa.fl_str_mv |
Educación de la infancia Memorias de profesoras |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The purpose of this thesis is to understand from the memory of the school routine of teachers who worked in the schools of Acampamento Chesf in the period from 1949 to 1985, how the educational process occurred with the children. Based on the premise that the school routine establishes concepts of subjects and social practices for the education of children, we specifically seek to: identify the ordering of plans and actions undertaken by teachers; recognize the objectives of educational institutions for children; explain the movement of relations between children and teachers; and enunciate the political, cultural, and social interference immersed in children's experiences. The time frame between the years of 1949 to 1985 corresponds, respectively, to the start of operations of the company CHESF in the city of Paulo Afonso, BA, Brazil, with the beginning of the construction of educational institutions within the camp, and to the period of completion of the hydroelectric construction works, which comprises the social unification of the camp with the other part of the city, named Vila Poty. The study is classified in the field of Social History of Childhood and in the History of Education, guided by the concepts of childhood from Modernity and the contributions of the educational concepts of Historical-Critical Pedagogy. Based on the methodological approach of Oral History, we used as sources, in particular, the memories of twelve teachers who worked in the Company's schools with children aged between four and fourteen, who were part of the kindergarten and primary school classes, and, in addition, photographs; normative documents, such as decrees and reports. The narratives were divided into four categories of analysis that approach the teachers' profile; the pedagogical organization of the schools; the teaching proposition for children; and the interference that the Company and the community both emitted over the educational institutions. The results show that the teachers were all women from the perspective that the female representation would be fundamental for a humanist formation, based on care and free from conflicts. The teaching practice was based on an educational project with common goals for all schools, regardless of the economic status of their children, systematized by the company's directors in partnership with the directors of the educational institutions and carried out through weekly plans, which were supervised by the pedagogical coordination. The teaching plan included cultural, historical, scientific, and social contents for an integral education, aiming at an ideal of a Chesfian worker, configured by a civilizing bias, with all the necessary requirements to continue the company's work and values. Didactic and cultural activities were mediated by norms and supervisions, which did not hinder affections and positive relationships between the subjects, who were in the internal and external environments of the school, sharing feelings, consolidated over the years, and prevailing in the meetings and in the memory. |
publishDate |
2022 |
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2022-07-12T20:24:24Z |
dc.date.available.fl_str_mv |
2022-07-12T20:24:24Z |
dc.date.issued.fl_str_mv |
2022-03-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
LIMA, Laíse Soares. Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985). 2022. 258 f. Tese (Doutorado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/15954 |
identifier_str_mv |
LIMA, Laíse Soares. Um rio confluente de memórias: narrativas de professoras sobre a história da educação de crianças no Acampamento CHESF (1949-1985). 2022. 258 f. Tese (Doutorado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022. |
url |
http://ri.ufs.br/jspui/handle/riufs/15954 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.program.fl_str_mv |
Pós-Graduação em Educação |
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UFS |
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UFS |
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