O processo de escolarização na área rural de Montes Claros - MG (1960-1989): memórias e representações de professores e alunos

Abstract

This research is propose to situate itself in the Cultural History area. The propose of this area is interpret the past through their interpretation and practices. In between the methodological possibilities we use the Oral History Theme that focuses in one theme and propose itself to elucidate some problems that, in this case, built itself in the rural scholarship of the Montes Claros county. We understand that the Oral History is enable to give visibility to the groups that, historically, don't had their experiences valid, in the same way that the memory is the life, it is fondness and opened to the dialectic of memory and forgetfulness. In this meaning, the memory enable to us appropriate of the past and have the access to the experiences and representation of the subjects. Thus, having memories of ex teachers and ex students as the object of study, this work had as a goal investigate aspects of the process of kids scholarship in the rural schools of Montes Claros, between the years of 1960 and 1989, favors working with oral sources time that represents to the moment that precedes the process of nucleation of the schools when their majority had only one teacher and many classes in one. To this, there was analyzed educative practices utilized by the teachers with the students; symbolical and material elements that contributed with the process of scholarship; the complexities of the teachers work and their way of life, recreation and the children studies. The developed hypothesis is that different than the negatives representations built over the process of scholarship in the rural schools, it is represented in a positive way by the in subject surveyed. We also defend that,the rural schools, to enable to the students the access to the writing and reading culture, contributed to a better social and economic conditions to them. We establish that, although the most of the teachers don't have the licenses to the teaching, their accomplishment revealed that they appropriate of a different methodologies and theoretical assumptions defended by the educators of the pedagogical movement named by escola nova or escola ativa. This appropriation was manifested through they used educational space, the space around and developed activities, although the orientations of the Bureau of de County Education and ruling laws about the academic résumé wasn't incorporated like their way. The different experiences lived by the teachers without the public investments in the schools have been, somehow, stroked out and rewarded with the support of their families and the families of the students for whom the scholarship was a part of their project of life. The research also indicate that, to the studied subjects, the school was the place to live our childhood, of the playful and also of the learning. We defend that the rural school is represented by the narrators as an affective place and not simply by a physical space, that's attenuate de difficulties and the problems lived by the process of scholarship.