Cultura escolar e apropriação da profissionalização do 2º Grau na Escola Estadual de Ensino Médio Ernesto Alves de Oliveira em Santa Cruz do Sul na década de 1970.

Abstract

This dissertation is the result of an ongoing research linked to the Graduate Program in Education at the University of Santa Cruz do Sul (UNISC) and linked to the Research Group Curriculum, Memories and Narratives in Education (CNPq/PPGEdu/UNISC). The main objective is to explain the process of professionalization of teaching at the high school level, and its appropriation by the school community, in the 1970s, at Escola Estadual de Ensino Médio Ernesto Alves de Oliveira, in the city of Santa Cruz do Sul, Rio Grande do Sul, Brazil, including aspects of the School Culture of that institution in view of the organization and forms of appropriation of Law nº 5.692 of 1971. The specific objectives are: a) To identify and analyze the main normative devices of Law nº 5.692/71 in the state public education network of Rio Grande do Sul in order to understand the main guidelines that the school received in relation to the professionalization of the 2nd degree; b) Identify, describe and analyze the set of practices and decisions of the Ernesto Alves de Oliveira School in relation to the forms of appropriation of Law nº 5.692/71 with the region in which it was located; c) Demonstrate the potential of the school archive for research on the history of Secondary Education and School Culture, especially in relation to reflections related to present and past curriculum policies. The research was qualitative and, methodologically, contemplated the combination of procedures of historical and bibliographical documental analysis from a survey of documental sources of the file of the Escola Estadual de Ensino Médio Ernesto Alves de Oliveira, institution located in the municipality of Santa Cruz do Sul, Rio Grande do Sul, Brazil, and the educational legislation of the important period for this research, mainly Law nº 5.692 of August 11, 1971, based on the concepts of History of Education Maria Stephanou and Maria Helena Câmara Bastos (2011); School Culture Dominique Julia (2001) and António Viñao Frago (1995, 2004); Roger Chartier appropriation (2002b). Based on these data and on the analyzed sources, it is possible to verify that the implementation of Law nº 5.692/1971 evidenced appropriation processes marked by the lack of adequate conditions of the school and of the state network, as well as by difficulties in structuring and offering courses and curricula compatible with the interests of the community and absorption capacity in the local labor market. By studying the changes in school culture from the traces of history, it is possible to understand the purposes imposed by the SEC on Rio Grande do Sul secondary schools and how the norms and ideas were appropriated by the main subjects of education in the city of Santa Cruz do Sul. I draw attention to the importance of historical knowledge, where society seems to have a fleeting memory. Therefore, I understand that, in the knowledge of the past, we can create clues of hope so that the mistakes made do not reappear.