Entre normas, práticas e disputas de sentido: a trajetória da Orientação Educacional no Brasil e sua apropriação no Colégio de Aplicação da UFS (1957-1981)

• Ano de defesa: 2025
• Autor(a) principal: Andrade, Walna Patrícia de Oliveira
• Orientador(a): Conceição, Joaquim Tavares da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: História da Educação; Sergipe; Orientação educacional no ensino secundário; Prática de ensino; Ensino secundário em Sergipe; Estudantes do ensino secundário; Universidade Federal de Sergipe (UFS); Colégio de Aplicação (CODAP); Práticas Pedagógicas; Serviço de Orientação Educacional
• Palavras-chave em Inglês: UFS Application College; Secondary education; History of education; Pedagogical practices; Educational Guidance Service
• Palavras-chave em Espanhol: Colegio de Aplicación de la UFS; Educación secundaria; Historia de la educación; Prácticas pedagógicas; Servicio de Orientación Educativa
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/23601

This research consists of a historical investigation of the practice called Educational Guidance, whose specific focus is the Educational Guidance Service (SOE - Serviço de Orientação Educacional) of the Application College (Codap - Colégio de Aplicação) of the Federal University of Sergipe (UFS). The initial time frame was 1957, which corresponds to the moment in which Educational Guidance was recognized as a professional category in Brazil; and the final time frame, the year 1981, which corresponds to the moment in which the second regulation of the UFS Application College, through which the College's SOE was implemented, was replaced by a new institutional regulation. In this context, this study aimed to discuss the following questions: What were the pedagogical assumptions related to the SOE? What were the main ideas that circulated in Brazil about the Educational Guidance Service? How did the training and professionalization of educational counselors in Sergipe take place? How was the SOE implemented and organized at the FCFS Application Gymnasium, which would later become the UFS Application College? How did this service work with students and teachers who worked at this institution? Based on these questions, the main objective of this study was to understand the trajectory of the EG (Educational Guidance) in Brazil, focusing on the training and professionalization of educational counselors in Sergipe and on the educational practices developed by the SOE of the UFS Application College, considering the pedagogical ideas that influenced the local constitution of this service. To this end, the following specific objectives were established: to analyze the concept of Educational Guidance, its meaning and attributions in the educational context; to identify the main ideas that circulated about the EG in Brazil; to analyze the training of educational counselors in Sergipe and their constitution as professionals; to investigate the main ideas that circulated about EG and how they were appropriated by the SOE of the UFS Application College, through its educational practice with students and teachers. Methodologically, this research is based on the perspective of Cultural History, with theoretical support from Chartier (1988; 1998; 2002), regarding the categories of representation, appropriation and practice. In addition, the documentary nature was combined with the Thematic Oral History, based on Meihy and Holanda (2015), with narratives obtained in interviews. To aid the documentary analysis, the concepts “problematic-student” were used, according to the conception of the physician Arthur Ramos (1939); “stigma”, by Erving Goffman (1988); “discipline”, in the view of Foucault (1979; 2014); “pedagogical practices”, from the perspective of Libâneo (2013); and “school culture” by Julia (2001). The research used legislation, regulations, meeting minutes, manuals, class diaries, statutes, pedagogical projects, booklets and photographs as sources. These documents were collected at the institution under study and in personal archives, as well as newspapers and oral and written reports. They found that the representation of the educational advisor was constantly reconfigured and marked by ambivalence, sometimes appearing as an agent of adjustment and normalization, sometimes as a mediator between school experiences and institutional structures. Thus, it became clear that the practice of the educational advisor was not restricted to a technical and normative function, but rather an activity that expanded to multiple dimensions, revealing a space of disputes about what it meant to guide, train and accompany students in an authoritarian and exclusionary context. Therefore, the SOE of the Application College from the Federal University of Sergipe was established as a place of power, care and contradiction, permanently straining the boundaries between control and emancipation.