História e representações sociais: o Centro Municipal de Estudos e Projetos Educacionais "Julieta Diniz" CEMEPE na visão dos educadores da rede municipal de ensino de Uberlândia: (1991-2000)

Abstract

This work intends to reconstruct the historical trajectory of the Municipal Center of Studies and Educational Projects - CEMEPE, in the period 1991 to 2000. It is an official space instituted in the year of 1991 to promote the qualification in the professionals' of the Municipal Public Net of Teaching of Uberlândia service (Minas Gerais) - RME/UDI. For so much, the used methodology of qualitative research based on the literature revision was used the documental analysis, the study and analysis of the representations of a total of 13 educators that participated as managers, technician-administrative servers, coordinators of projects of teacher s professional qualification in service or visitors to the long of that period, looking for to apprehend and to analyze, among other aspects, the impact and reflex of the actions of CEMEPE among the own educators in its schools. Among the found conclusions, he stands out the identification of the influence of the meaning attributed to the human formation along the history of the western world, as beginning of the educational politics instituted for the teacher s formation in Brazil during the century XX. Meaning this, largely interlaced ideologicalment to the interests coming of the material activity and of the human, guided interrelations and influenced by the logic of development of the educational institutions in agreement with the values and needs of the capitalist society. In that context, the foundation and the actions of CEMEPE in the period 1991-2000, besides reflecting the impact of the speeches and of the politics coming of the "macro-system", associated to the teacher s formation they contemplated, also, the impact of the social division of the work instituted in groups with political-pedagogic interests and collective representations differentiated inside RME/UDI. When examining the educator s representations it is observed that these converged, among other aspects for: a) the general recognition of the importance of CEMEPE, in spite of they be identified visions differentiated regarding its role, of the implemented administration politics, as well as of the impact of its actions in the schools during the researched period; b) the perception on the part of the educating visitors of CEMEPE, that this institutional space its image in wearing shoes RME/UDI in nested and centralizing administration models that they stayed, in some way, distanced of the schools, once its actions didn't leave, in general terms, of reflections methodicals in the acomplishment of work plans elaborated with those same educators, as alternative to contribute with the school transformation of its daily one. That, added to the fact that the actions of CEMEPE, along the researched period became, for times, repetitive and lineal, being configured like this, as punctual, broken into fragments activities and of theoretical deepenment, not very linked to the complexity of the school reality.