Narrativas de si: memórias da escolarização na zona rural do distrito de São José da Mata, município de Campina Grande – PB (1990 – 2010).

Abstract

This work aims to develop a study on the schooling processes in the rural area of the district of São José da Mata, municipality of Campina Grande/PB, between the years 1990 and 2010, problematizing the affective memories of students and teachers in the in order to understand how the construction of their identities happened. This is research in line with the History of Education that develops an analysis based on the School Culture undertaken in these rural communities, highlighting their Educational Practices and the experiences of Rural Education. Therefore we seek to understand the school space as a producer of culture, in addition to a place of teaching. The theoretical dialogues of this proposal were influenced by the concept of School Culture by Dominique Julia (2001), Memory by Le Goff (2003), Experience by Larrosa (2002) and Sensitivity by Pesavento (2007). The discussions were aimed at understanding how these subjects (re)signify or (re)signify what they experienced in the formation of their identities and what value is attributed to it, in community life. In addition to the contributions of literature dedicated to the topic, Oral History, through sensitive listening, is combined with bibliographic and documentary analysis based on a Content Analysis influenced by Bardin (2011). Among the sources, the following stand out: photographs, notebooks, minutes, among others, made available by educational institutions and by former students and teachers. The statements of Professor Flávio Romero Guimarães, Secretary of Education of the Municipality of Campina Grande between 2005 and 2012, were also taken into consideration, as well as official documents focused on educational policies of the period chosen for study.