Vislumbres do tempo: cultura escolar e memórias do Ginásio Agrícola Assis Chateaubriand (1962 a 1971).

Abstract

This dissertation aims to investigate school culture fragments from Agricultural Gymnasium Assis Chateaubriand (1962-1971), in order to understand how it developed educational and cultural practices that formed the school's history. We intend to examine what conditions this institution emerged in Campina Grande (Paraíba, Brazil) scenario, which reflected on its existence processes. In addition, in order to analyze traces from the school’s history, we question the constitution of school culture and practices: internal and external laws, the school routine revealed by teaching practices and school memories embodied in extensive printed documentation, research subjects’ oral testimony and photographic archives. We use empirical research as a documentary sources creation method, by inventorying, collecting and ordering printed sources. We also use oral history methodology as a research technical tool. Thus, we approach memory(ies) of school by empirical traces biases and the time marks printed on the respondents’ individual and collective memories. Considering such aspects, text occurred through data interpretations responding to the research problem by following paths made by primary and secondary objectives. We use certain Cultural History concepts related to Education History. Aiming to properly support this text, in addition to theoretical and methodological notes, we are based on authors such as Sanfelice (2009), Saviani (2007) and Escolano (2001), concepts history by Ricoeur (2007, 2010); memory, by Le Goff (2012) and Ricoeur (2007); collective memory, by Halbwachs (2008); school culture, by Julia (2001) and Vidal (2005); beyond concepts of time and space, by Viñao Frago’s (2001) and Albuquerque Junior’s (2011) perspectives; everyday life concept, by Certeau (2008); organic intellectual by Gramsci (1971); memory sites, by Pierre Nora (1993); identities, by Hall (2006); among others. Thus, this dissertation contributes to build a historical configuration of locus institution in the covered period, in order to reflect on education and schools’ history, as well as it references and reviews the writing of new academic papers in the same area.