Eurides Pereira de Souza: a singularidade de ser professora no ensino rural de Uberlândia - MG, 1966 – 1997

Abstract

The research is inserted in the field of the History of Education and has as object of study the life history, formation and the educational practices of the literate teacher Eurides Pereira de Souza. Thus, our main objective is to investigate the life trajectory of a primary teacher in rural education in Uberlândia from 1966 to 1997, focusing on her educational practices developed mainly in rural schools in the city of Uberlândia - Minas Gerais. The historiographic study was based on an investigation that had as its guiding thread the following question / problem: How Eurides Pereira de Souza, a woman, poor, brown and lay, as a cultural mediator, developed her educational practice in communities in the Rural Education of Uberlandia? And as specific objectives, we seek to recover the life trajectory of the primary teacher in rural education, through her educational work; the formation held at the Helena Antipoff Foundation, from lay to normalist; the delineation of professional identity through the professional teaching cycle and career; and the disclosure of educational practices through iconographic documents and memories of the researched teacher. The research sought to contribute historical-pedagogical elements to the discussion of the teaching history of teachers and rural education in the country, specifically at the Federal University of Uberlândia. As a methodology, we chose Oral History through interviews with Professor Eurides. Thus, the narratives are our primary sources, complemented by iconographic sources, and with documentation available from the Human Resources Section of the Uberlândia City Hall and the Helena Antipoff Foundation. We use as theoretical support references in the field of New Cultural History, with the contributions of Burke (1997) and Le Goff (1994; 2002; 2003). To understand the Oral History method, we sought Alberti (2005), Thompson (1992; 2002) and Bosi (1998). Working with Iconography, we use Kossoy (1998) Ciavatta (2004. The Context of Life Story Josso (2004) .For Memory Halbwachs (1990) and Nora (1993). Discussions about School Culture, Julia (2001) Concerning Cultural Mediation, we studied Sirinelli (1998; 2003), Rural Education studies were based on Lima (2001; 2017; 2018) and, finally, the Teaching Knowledge with Tardif (2002) and Nóvoa (1992; 2005) and Teaching Professional Cycle, with the highlights of Huberman (2000) We defend the thesis that the educational practices of cultural mediator and teacher Eurides Pereira de Souza promoted the access of rural school communities to educational-cultural knowledge, extrapolating the school walls The contradiction in this thesis is revealed in the apprehension of a woman, brown, poor and lay in the teaching profession, who could have continued in her work as a maid, but who, in her uniqueness, surpassed all the contrary evidence and wanted to mark the communities wherepassed with educational practices, which went beyond the pedagogical practice provided for in the teaching programs of the municipal education network of Uberlândia, Minas Gerais.