The primary teacher’s education in the dissidences between the old and the new (São Paulo, 1936-1941)

• Autor(a) principal: Bueno, Manuela
• Data de Publicação: 2023
• Outros Autores: Valdemarin, Vera Teresa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/17456
• topic: Formação de Professores. Reformas Pedagógicas. Movimento da Escola Nova. Ataliba de Oliveira.; Teacher Education. Pedagogical Reforms. New School Movement. Ataliba de Oliveira.; Formación de Maestros. Reformas Pedagógicas. Movimiento de la Escuela Nueva. Ataliba de Oliveira.

This article aims to highlight the opposition to the initiatives of the New School movement in the field of primary teacher education through the writings of Ataliba de Oliveira, published in the newspaper Correio Paulistano between 1936 and 1941. This teacher, who performed different teaching and administrative positions in the educational system of São Paulo State, became a columnist and outlined his understanding of teachers' training, criticized the measures instituted by the new guidelines, and described, from his perspective, how the magisterium received them, also indicating possible consequences of the reforms. The analysis of 196 articles (and other documental sources related to the topic) made it possible to identify resistance to the reform led by the New School advocates, manifested in the educational apparatus itself, strong divergences about the training teachers process, and the use of different devices to mobilize public opinion in general and that of the educators in particular, typical of periods of cultural and political effervescence. The study dialogued with historiographical references of Brazilian education and is based on the analysis of Eric Hobsbawm on invented traditions and Roger Chartier on the circulation of printed matter, mainly to consider the dichotomy between the old and the new and between reforms and consolidated pedagogical practices.