Singularidades do Grupo Escolar Professora Floripes Sodré no interior da Bahia (1970 - 2003)

Abstract

This study investigates the creation of the Grupo Escolar Professora Floripes Sodré in Jequié, Bahia, aiming to understand why the school was officially designated as a "grupo escolar" in 1976, despite the LDB 5.692/71 signaling the extinction of this model in Brazil. The central question focused on uncovering the motivations behind this decision and analyzing the pedagogical practices developed at the institution between 1970 and 2003. Additionally, the research examined the trajectory of Professor Floripes Sodré and her contributions to local education. This study is framed within the field of History and Historiography of Education, supported by Cultural History, drawing on authors such as Peter Burke (2008), Dominique Julia (2001), and Roger Chartier (1990). The methodological approach is qualitative, involving bibliographic research—mapping theses, dissertations, and articles on the topic—alongside documentary research and Thematic Oral History, based on the works of Paul Thompson (1998) and Alessandro Portelli (2001). The research process highlighted the challenges of working with local history, requiring visits to Jequié for interviews and document collection in school archives, museums, and libraries. Furthermore, memories were recovered through interviews with former teachers, students, and family members of Floripes Sodré, as well as the researcher’s own recollections as a former student of the school. The findings revealed discrepancies between educational legislation and its practical implementation, highlighting regional particularities that shaped the establishment and dissolution of grupos escolares in Brazil, with specific reflections in Jequié. Pedagogical practices such as literacy methods, assessment processes, games, and civic and religious celebrations were identified as key elements of the school's daily life. The study also unveiled the identity and educational contributions of Professor Floripes Sodré, honored in the institution's name. Ultimately, the research contributes to understanding the tensions between national educational policies and local realities, rescuing school memory, and analyzing literacy practices. Additionally, it reinforces the value of school memory and encourages the community to preserve the history of educational institutions and educators, fostering institutional identity and strengthening the relationship between the school, its students, and the local community.