Imagem e memória : uma análise da escola multisseriada na comunidade do campo em Santa Maria de Jetibá-ES

• Autor(a) principal: Delboni, Juber Helena Baldotto
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/8653
• topic: Photography; Memory; Mediation; Multigrade-class schools; Fotografia; Escolas multisseriadas; Educação; Educação rural - Santa Maria de Jetibá (ES); Memória; Fotografia; Mediação; Escolas rurais - Santa Maria de Jetibá (ES); 37

This study aims at analyzing photographs in the mediation of the subjects’ memories of a school of multigrade classes in a farming community located in the city of Santa Maria de Jetibá, Espírito Santo Federal State. The paper is methodologically characterized as a case study (ANDRÉ, 2005) and relies on photography (CIAVATTA, 2002; SCHÜTZ-FOERSTE 2012) as a research source, as well as other documental and oral sources. This work’s theoretical contribution is a result of a dialog with authors who study concepts such as collective memory (HALBWACHS, 2006; LE GOFF, 1992; POLLAK, 1989, 1992; NORA, 1993) and photography as mediation (CIAVATTA, 2002, 2008, 2009). The dialog with authors who study Rural Education has contributed for the understanding of a school of multigrade classes as a lawfully recognized school inserted in the Rural Education Movement (FERNANDES, 2006; HAGE, 2010; CALDART, 2011; ARROYO, 2011). A school that is conceived and defended by the rural community and that meets the ideals of an educational movement as a project of social emancipation (FREIRE, 1987; 2000). Within the context of the investigated scenario, this research reveals that the photographs are mediators of the memories of the school, unveiling historical, political and cultural processes related to the school of multigrade classes. This study also considers that multigrade-class schools represent the right of the rural population to have access to education in its own community, strengthening rural identities, knowledge and values. At the same time, the school must be a place of memories and, within such process, the memories mediated by photographs strengthen the subjects’ belonging ties to the school and take part in the struggles for keeping the school in the community. This paper reaffirms the need for the systematization of the memories of multigrade-class schools, penalized by the fragmentation of the records, mainly the photographical ones. It also points out the necessity of deepening studies about the memories of multigrade-class schools, strengthening the struggles of rural subjects’ for education in their contexts