Garimpeiro de memórias: práticas educativas de Ozildo Albano - Piauí - (1952-1989)

Abstract

The research is part of the History of Education field and has as object of study the life history and educational practices carried out by the the educator Jose Albano de Macedo, Ozildo Albano, from Picos, in the towns of Picos, Pio IX and Jaicós, in Piauí, from 1952 to 1989. The historiographic study was based on an investigation guided by the following question/problem: How did Ozildo Albano, as cultural mediator, develop his educational practice in Piauí, promoting the change in cultural reality?. The general objective was to investigate the educational practices of Ozildo Albano, in Piauí, from 1952 to 1989, and the specific objectives were to analyze the educational and academic formation process of Ozildo Albano, to map and present the educational practices of Ozildo Albano in the school spaces, to analyze the educational practices of Ozildo Albano in the written press, to analyze the educational practices of Ozildo Albano in the museum field.The methodological path traced by Oral History was followed, through interviews with thirteen interlocutors who brought information about their educational practices in spaces/time from the localcollective history. Documentary sources that allowed a deep mapping around the educational practices of the educator and the context in which he was in were used. It was defended, in the investigative course, the thesis that the educational practice of the cultural mediator promotes the access to educational-cultural knowledge to the peoples, in several social contexts. Through the educational practices of Ozildo Albano, in the school context, in the Flâmula newspaper, and in the Museum that is named after him, it was possible to prove the result of the work of the cultural mediator, in a reality marked by illiteracy. In the textual construction, it was used the theoretical field of the New Cultural History, based on the studies of Burke (1992; 2017), Bloch (2001), Le Goff (1984; 1988; 1995; 2002; 2003), Prost, Levi (1992; 2006), Nora (1993), Ginzburg (1989), Revel (1998), Sirinelli (1998; 2003), Heller (1989) on everyday life; Manguel (2001) and Sontag (1981) on image readings; Thompson (1992) and Alberti (2004; 2005; 2006) on the method of oral history; Forquin (1993) and Julia (2001) with studies on school culture; Tardif (2002) on teacher knowledge; the instructions for reading texts proposed by Eco (1993; 1994); the knowledge on memory proposed by Halbwachs (1990), Bosi (1994) and Catroga (2001); the studies by Pomian (1984) on museum collections; Poulot (2013) on museum and museology; Contreras (2002) on teacher professionalism; Dosse (2009) on biography; Bourdieu (1983; 2003; 2004a; 2004b; 2004c; 2006; 2007) on biography and the categories of field, habitus and cultural capital, as well as the studies by Nóvoa (2002) about education and teaching press.