Memórias e trajetórias de egressas das escolas normais Assis Brasil e São José em Pelotas/RS, no período do governo de Leonel Brizola (1959-1963)

Abstract

The present study, linked to the Philosophy and History of Education, of the Postgraduate Program in Educatio of Federal University of Pelotas, is the result of a historiographical research that focuses on analyzing aspects of the memory and trajectories of normalists as well as the beginning of their professional insertions as young primary teachers who graduated from two of the existing Teacher Training Courses in Pelotas: Primary Teacher Training Course of the São José College, a private Catholic institution, and the Primary Teachers Training Course of the Assis Brasil Normal School , a state public education institution - during the government of Leonel Brizola from 1959 to 1963, whose motto was "No child without school in Rio Grande do Sul. The research is justified by giving visibility to the history of the formation of primary teachers and their teaching practices between the 1950s and 1960s, contributing to research on teacher training institutions at the secondary level. It aims to investigate, through the narratives and trajectories, the student formation of the normal students from São José and Assis Brasil and their initial teaching practices, especially in primary schools in the interior of Rio Grande do Sul, where they build intense life experiences as women and teachers during the Leonel Brizola Government. The emergency contracts acquired both a role of teaching experience and a status of challenge to the normalists, who had to teach living away from their families, usually in the schools where they were teaching. For the understanding of memory as a category of analysis, the references of Halbwachs (2006), Bosi (2004), Candau (2011), Burke (2008) and Chartier (2009) were used. Regarding Oral History: Portelli (1997), Thompson (1992), Ferreira and Amado (1998) and Alberti (2005). For the writings of self, are referenced Gomes (2004), Cunha (2007) and Perrot (2005). On trajectories of teachers and students, Abrahão (2006), Bourdieu (1996) and Fischer (2005 and 2011). From the analysis of narratives and school documents, I could verify that the educational policies of expansion of primary schools, in the early 1960s, directly interfered in the teaching trajectory of the newly formed teachers and in their choice of teaching state.