Por um inventário dos sentidos: o patrimônio educativo da escola agrotécnica federal de uberaba (1979-2002)

Abstract

This research addressed the inventory of the meanings of the institutional memory of the Federal Agrotechnical School of Uberaba (EAFU), thru the appropriation of the concept of educational heritage, in the period between 1979 and 2002. The main objective was to understand the construction of the educational heritage of EAFU thru the materialization of an inventory of meanings, by means of the collective meanings attributed, shared, and enunciated by the protagonists of institutional memory. This thesis falls within the research area of: History and Historiography of Education. We applied the concept of inventory used in the field of cultural heritage as an analytical tool, evaluating the meanings attributed to cultural references about EAFU and analyzing the convergences and singularities in the elaborations of collective memories resulting from the materialization of the inventory of senses. The justification was based on the perception that educational heritage favors the understanding of the elaborations of institutional memory. Such elaborations concern the ways in which the cultural references resulting from the formulation of the inventory of senses indicated a comprehensive view consistent with collective experiences in the past and present. We noticed the absence of debates on the memory of professional education in its material and immaterial aspects during the period of the agricultural technical school, in the interactions between the objects and subjects of school culture, between the concreteness of spaces, the tangible traces, and the meanings attributed to them. The methodology was based on the use of participatory inventories of cultural heritage, conceived by the National Institute of Historical and Artistic Heritage (Iphan), as a heritage education activity aimed at building knowledge thru dialogs between people, institutions, and communities that hold cultural references to be inventoried. In this approach, the inventory of senses was adapted to the specificities of the agricultural technical school, through the use of the categories of objects, places and performances, resembling an ethnographic experiment anchored in the construction of educational heritage. The results demonstrated the verification of our hypothesis, about which the meanings of educational heritage at EAFU incorporate and problematize the tensions of a professional education tradition geared toward local productive arrangements, while contributing to the elaborations of institutional memory anchored in a comprehensive vision consistent with past experiences and contemporary possibilities of sharing values among the generations that have built - and still build - meanings for their trajectories.