“Ai, dá saudade!”: histórias de Marias na produção e escrita da Revista do Ensino/RS (1951-1994)

Abstract

This thesis seeks to problematize the production and writing processes practiced in the writing of the Revista do Ensino do Rio Grande do Sul (1951-1994) from the perspective of the women responsible for running the periodical. The historical bias of the importance of the education and teaching press is considered to problematize “by whom?”, “how?” it's because?" present in the intentions of preparing the material that aimed to guide the teaching profession of the period. The analysis proposal is organized based on Chartier's (2002a) concepts of practices and representations, an adaptation of Darnton's (2010) communication circuit for the Revista do Ensino, and Sirinelli's (1996) and Fraga (2017) and Peres (2019) concept of educational intellectuals. This is research in the field of History of Education that seeks to investigate the representations of past data as a methodological way of giving it new meaning. The corpus of analysis is centered on interviews, inspired by the Oral History methodology, with ten women who worked in the period. In addition, information was found about three other important women in the history of the magazine who are also presented in this thesis. In the second moment, the pages of the magazines were consulted and compared with the data obtained in the interviews to carry out a documentary analysis capable of evidencing the intentions present in the production and writing of the editions. Previously, it is argued that a new perspective for the production processes practiced in the RE/RS editorial can be a way to highlight political, social, economic and cultural aspects present in the gaucho educational cenário of the period, thus representing a new possibilities of interpretation for the contents and textual marks present on the pages of the Revista do Ensino do Rio Grande do Sul, in addition to being a possibility of problematization about the fathers performed by the women historically involved in the editorial success of the magazine. For all the work carried out in the editorial office of RE/RS, revived by some of the memories of women, it is now argued for their understanding as socially engaged intellectuals, considering their involvement in the educational field, the extensive production and circulation of knowledge and paper institutional magazine. In terms of final considerations, it is argued that the interviews and data collections carried out are capable of evidencing some of the intentions present in the production processes practiced and that are reflected in the pages of the magazine for the guidance of teaching in the period.