Ney Lobo: trajetória intelectual e filosofia espírita da educação (1963-1989)

• Autor(a) principal: Cardoso, Rogério Ribeiro
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/21389; http://doi.org/10.14393/ufu.te.2017.111
• topic: Ney Correia de Souza Lobo; Instituto/Colégio Lins de Vasconcellos; Trajetória intelectual; Historia e historiografia da educação; Filosofia espírita da educação; Educação; Lobo, Ney, 1919-2012; Educação - história; Colégio Lins de Vasconcellos (PR); Intellectual trajectory; History and historiography of education; Spiritist philosophy of education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This work was developed at the Educational History and Historiography research field of the Post-Graduation Program in Education of the Federal University of Uberlândia. The author aimed to historicize the intellectual trajectory and pedagogical thinking of a military, philosopher and teacher from Curitiba-PR, Brazil, Ney Correia de Souza Lobo (1919-2012), by the analysis of his itinerary, the context in which it occurred and part of his work. His most outstanding teaching experience happened at the extinct Colégio Lins de Vasconcellos, where he worked as teacher between 1963 and 1967 and as its principal from then until 1974. This period coincides with a time of high debate about national education, even as the rise and escalation of brazilian Civil-Military Dictatorship. As school principal, Ney Lobo had modified school practices, emphasized student activity and cooperation, instituted a collegiate direction and a student assembly, and built the Cidade Mirim (a miniatured city). This school was supported by the Spiritist Federation of Paraná. After this experience and based on it, Ney Lobo systematized a spiritist philosophy of education, and engaged until the end of his life in its dissemination. His basic book about this subject, Spiritist Philosophy of Education, was firstly published in 1989, which principles was inspired on military civism, spiritism and progressive education. Therefore, in order to analyse his intellectual trajectory and philosophy, the author has based on cultural history (BURKE, 2008, PESEZ, 1990), using as categories of analysis: school material culture (MENESES, 1998, JULIA, 2001, ABREU, 2005, SOUZA, 2007); habitus, field and practices (BOURDIEU, 1983; 2004); intellectual, generation and sociability (SIRINELLI, 2003); representation and appropriation (CHARTIER, 1991). The analyzed sources included interviews and documents, such as correspondences, newspapers, magazines, books, photographs and videos.