A constituição do Instituto de Educação de Vitória/ES e a formação de professores primários no Espírito Santo (1971-2000)

• Autor(a) principal: Costa, Rita de Cássia Oliveira Pessanha da
• Data de Publicação: 2014
• 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/10/1820
• topic: Institute of education; Teachers’ formation; History of education in Espírito Santo; Instituto de Educação; Formação de professores; História da educação no Espírito Santo; Educação; Educação – Vitória (ES) – História; Escolas públicas – Vitória (ES); Professores – Formação; 37

The work investigates the transition process from the Regular School to another physical space as Institute of Education and this change development concerning the Teachers’ formation in the State of Espírito Santo, according to the guidelines instituted by the Law nº. 5.692/71, during the Brazilian Dictatorial Regime (1964- 1985). The time frame is initiated in 1971 with the transition and it ends during the movement in which the Institute becomes the State High School “Professor Fernando Duarte Rabelo”. The research privileges, as theoretical interlocutors, the Historians, Carlo Ginzburg (1986, 2006), Marc Bloch (2001) and Michel de Certeau (2004) and uses as documental corpus ordinances, newspaper articles, pictures of events held by the institution and interviews with individuals who have worked in that space as Teachers, principal and student. The sources were interrogated about the following questions: how was the transition from the Regular School “D. Pedro II” into the Education Institute of Vitória? What were the reasons that led to such transition? How was the Teachers’ formation configured in the Education Institute? What are the developments of the changes regarding the Teachers’ formation in the State of Espírito Santo? They seem to be intriguing silences and gaps observed in relation to the transition from Regular School to Education Institute and to the reasons that triggered to this change. From the Teachers’ speech, it is inferred that the transfer from physical space and the changes in the curriculum were ready, from top to bottom. The modernization discourse boasts the technique and technicality and announces the news. The Regular School and its traditions start to dwell the past as something forgettable on behalf of the technical advance. Even subtly, the smell of free coffee and porridge sprinkled the aroma of nostalgia from another time when the Teacher’s coffee break time was a “solemn” gathering. It is concluded that the abrupt discontinuity of Regular School, whose building started to shelter the current Sate School named Maria Ortiz, possibly is not depleted in the issues of technicalmethodological order that the documents make explicit. However, owing to the schedule limited to this research and the gap of sources, it was not possible to explore other response possibilities