As táticas de uma professora-artesã: em jogo o patrimônio profissional docente e a constituição da cultura material escolar artesanal (1972-2019)

Abstract

The doctoral research analyzes a collection of pedagogical artifacts handcrafted by a primary school teacher from 1972 to 2019, understood as a component of professional teaching heritage. It seeks to problematize the concept of a teacher-artisan in pedagogical practices and to comprehend contributions to the notion of artisanal school material culture. The theoretical and conceptual framework is grounded in School Material Culture and Educational Historical Heritage, engaging with the History of Education. Data were generated through the analysis of 641 pedagogical artifacts created by the teacher, who worked in rural (multi-grade and regular) schools in the municipality of Rio Grande, Rio Grande do Sul. In 2019, the teacher's collection was donated to the Hisales Memory and Research Center (Fae/UFPEL) and currently constitutes the Iria Anni Dickel de Freitas Documentary Fund. These materials underwent cleaning, cataloging, and safeguarding procedures, which also informed the research. Through the ethno-history of the school, the documentary fund of teacher Iria Anni, the artisan teacher, was placed in dialogue with her narrative. This methodological approach was termed "pedagogical dialogue." In problematizing the sources, concepts such as "pedagogical artifact," "teacher-artisan," "pedagogical craftsmanship," "empirical culture," and "tactics" were mobilized. These interacting concepts suggest the thesis that by crafting pedagogical artifacts and utilizing them in her pedagogical practice, the teacher-artisan employed various tactics and developed her professional teaching heritage, thereby expressing through her craftsmanship the intellectuality constituted throughout her teaching experience, contributing to the formation of the notion of artisanal school material culture.