[pt] MEMÓRIAS DO/NO INSTITUTO DE EDUCAÇÃO DE NOVA FRIBURGO: (RE)CONSTRUINDO PRÁTICAS E SENTIDOS

[fr] MÉMOIRES DE L INSTITUT DE L ÉDUCATION DE NOVA FRIBURGO: (RE)CONSTRUIRE DES PRATIQUES ET REDONNER DU SENS

[en] NOVA FRIBURGO INSTITUTE OF EDUCATION AND ITS MEMORIES: (RE) BUILDING PRACTICE AND SIGNIFICANCE

[pt] RITA DE CASSIA XIMENES MURY

[pt] MEMORIA

[pt] PRATICA

[pt] SENTIDO

[pt] INSTITUTO DE EDUCACAO

[pt] FORMACAO DE PROFESSORES

[fr] MEMOIRE

[fr] INSTITUT D EDUCATION

[fr] FORMATION DES ENSEIGNANTS

[en] MEMORY

[en] PRACTICES

[en] SENSE

[en] INSTITUTE EDUCATION

[en] TEACHERS FORMATION

[pt] Esta tese objetivou compreender a criação do Instituto de Educação de Nova Friburgo no contexto educacional e político do Rio de Janeiro nos anos 80, articulando o projeto idealizado e as práticas lá estabelecidas. Apoiada em referenciais da História e da Sociologia, busquei analisar o processo de construção identitária dessa instituição voltada à formação de professores, através do diálogo entre fontes documentais e relatos de ex-alunos/as e ex-professores/as do Instituto. A pesquisa apontou que sua criação,naquele momento histórico, surgia alinhada a uma proposta específica desenhada para a educação no Estado do Rio de Janeiro durante o Governo Leonel Brizola, com a forte marca do pensamento de Darcy Ribeiro. Com o horizonte de ser uma escola atual e progressista, o Instituto provocou reações dentro e fora de seus muros ao destituir de seu prédio uma escola considerada tradicional no município, inaugurando práticas que pretendiam ser democráticas, baseadas em princípios como liberdade e autonomia. Nessa viragem, passou a adotar metodologias consideradas inovadoras, de base piagetiana. Com a intenção de formar professores que agissem em prol da mudança social, seu projeto institucional e ações provocaram tensões na comunidade educativa que envolveram a mídia e o poder local, dividindo posições. Em uma clara disputa de poder, os diferentes grupos lançaram mão de estratégias, tendo em vista a afirmação ou a diluição desse projeto.

[en] This thesis aimed at understanding the creation of Nova Friburgo Institute of Education in the educational and political context of Rio de Janeiro in the 1980s, correlating the idealized project and their ongoing practice. Taking into account references from History and Sociology, my goal was to analyze the identity construction process of this institution dedicated to teacher training, in a dialogued study of documented sources and reports of alumni and the former teachers of the Institute. The survey showed that the foundation of the Institute, at that historical moment, satisfied and was aligned to the educational purposes of the state of Rio de Janeiro, during the Brizola Government, which was strongly imprinted by Darcy Ribeiro s ideals. Aspiring to be an updated and progressive school, they provoked reactions within and outside the Institute s walls as they disposed from their building a school which was considered traditional in the city, in order to start what they claimed to be democratic practices, based on principles such as freedom and autonomy. With this turning point, they began to adopt innovative methodologies, based on Piaget principles. As the purpose was to train and have teachers ready to take action towards social changes, their institutional project and actions developed tensions in the educational community, soon getting the media and local authorities involved, and dividing positions. In a clear power struggle, the different groups resorted to strategic measures in order to claim or dilute this project.

[fr] Cette these a pour but de comprendre la création de l Institut de l Éducation de Nova Friburgo dans le contexte éducationnel et politique de l État de Rio de Janeiro des années 1980, en reliant le projet idéalisé aux pratiques appliquées. En me basant sur des référentiels historiques et sociologiques, j ai voulu analyser le processus de construction identitaire de cette institution tournée vers la formation des professeurs, au travers du dialogue entre les sources documentaires et les récits d ex-étudiants et d ex-professeurs de l Institut. Ma recherche a montré que sa création, vu l époque, suivait une proposition spécifique définie par l éducation de l état de Rio de janeiro pendant le gouvernement de Leonel Brizola, fortement influencée par la pensée de Darcy Ribeiro. Ayant comme objectif le fait d être une école actuelle et progressiste, l institut provoqua des réactions à l intérieur et à l extérieur de son enceinte en expulsant de son immeuble une école traditionnelle du municipe, en inaugurant des pratiques qui prétendaient être démocratiques, basées sur les principes de liberté et d autonomie. Ce fut un tournant au cours duquel elle adopta des méthodologies considérées innovatrices, inspirées de Piaget. Avec l intention de former des professeurs agissant en faveur du changement social, son projet institutionnel et ses actions provoquèrent des tensions au sein de la communauté éducative qui englobèrent les média et le pouvoir local, divisant l opinion publique. Se disputant le pouvoir, les différents groupes eurent recours a certaines stratégies visant à consolider ou à diluer le projet en question.

ISABEL ALICE OSWALD MONTEIRO LELIS

ISABEL ALICE OSWALD MONTEIRO LELIS

VERA MARIA FERRAO CANDAU

LIA CIOMAR MACEDO DE FARIA

ANA WALESKA POLLO CAMPOS MENDONCA

SONIA MARIA DE CASTRO NOGUEIRA LOPES

2016-03-15

2015-04-10

[pt] TEXTO

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PORTUGUÊS

https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=25939@1

https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=25939@2

https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=25939@3

https://doi.org/10.17771/PUCRio.acad.25939