O currículo de História e suas relações com a arquitetura e cultura escolar: da Escola Prática de Agricultura Carlos Botelho à Etec Professor Edson Galvão, Itapetininga (SP)
Data
2022-08-26
Autores
Cseri Ricardo, Monica Maria Toscani 
Orientadores
Almeida Neto, Antonio Simplício
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A cultura escolar consiste em um conjunto de normas e saberes construídos ao longo do tempo no interior da escola e que se consolidam e tomam forma própria ao difundir-se na construção de cenários e práticas. Com isso em mente, aqui estudamos o caso da antiga Escola Prática de Agricultura Carlos Botelho, atual ETEC Professor Edson Galvão, localizada no município de Itapetininga, São Paulo. Buscamos entender com essa pesquisa a evolução e os impactos da cultura escolar na formação do currículo de História no próprio local, uma vez que a própria história da escola, impressa em suas características arquitetônicas e organização dos espaços, ilustram as diferentes fases pelas quais passou, apresentando grande potencial para educar aqueles que por ali passam. Assim, intentamos analisar a estética arquitetônica neocolonial do edifício escolar em questão, as políticas educacionais e econômicas que envolveram as várias mudanças e transformações quanto ao seu uso como unidade de ensino. Para tanto, fizemos uso de fontes documentais como fotografias, arquivos escolares, leis educacionais, a fim de contextualizar e organizar historicamente a trajetória da escola. Também utilizamos obras de diversos autores como Viñao Frago, Escolano, Atique, Vidal, Julia, Al Assal, entre outros; para elaboração dos conceitos de cultura escolar, espaço escolar e arquitetura escolar que embasaram à constituição desta pesquisa. A análise documental permitiu que fosse organizada a história da antiga Escola Prática de Agricultura até os dias atuais, perpassando por diversos momentos de ruptura de sua atividade como unidade educacional voltada à educação agrícola na região. Através da identificação dos elementos da cultura escolar e das características da unidade escolar que foram se consolidando ao longo do tempo, foi possível chegar à compreensão dos interesses do Estado, aliado às elites agrárias, desde o período de sua implantação durante o Estado Novo Varguista; dos discursos ideológicos quanto à utilização da arquitetura neocolonial para as escolas e em relação às políticas educacionais. Também conseguimos analisar as implicações das diversas rupturas e mudanças políticas que foram interferindo na escola analisada enquanto unidade educacional, e como isso resultou na formação de uma cultura escolar específica quando ela retornou como a atual ETEC Professor Edson Galvão.
School culture consists of a set of norms and knowledge built over time within the school and which are consolidated as they spread in the construction of scenarios and practices. With that in mind, here we study the case of the former Escola Prática de Agricultura Carlos Botelho, currently ETEC Professor Edson Galvão, located in the municipality of Itapetininga, São Paulo. With this research, we aim to understand the evolution and impacts of school culture on the formation of the History Curriculum in this place, since the school's history, imprinted in its architectural characteristics and organization of spaces, illustrates the different phases it has gone through and presents great potential to educate those who go there. Thus, we intend to analyze the neocolonial architectural aesthetics of the school building, as well the educational and economic policies that nvolved the various changes and transformations regarding its use as a educational unit. Thereunto, we made use of documentary sources such as photographs, school files, and educational laws, to contextualize and historically organize the school's trajectory. We also use works by different authors such as Viñao Frago, Escolano, Atique, Vidal, Julia, Al Assal, among others; for the elaboration of the concepts of school culture, school space, and school architecture that supported the constitution of this research. The documentary analysis allowed us to organize the history of the former Practical School of Agriculture to the present day, going through several moments of rupture in its activity as an educational unit focused on agricultural education in the region. By identifying the elements of school culture and the characteristics of the school unit that were consolidated over time, it was possible to understand the interests of the State, allied to the agrarian elites, since the period of its implementation during the Estado Novo Varguista; and the ideological discourses regarding the use of neocolonial architecture for schools and their relationship with educational policies. We were also able to analyze the implications of the various ruptures and political changes that were interfering the analyzed school as an educational unit, and how this resulted in the formation of a specific school culture when she returned as the current ETEC Professor Edson Galvão.
School culture consists of a set of norms and knowledge built over time within the school and which are consolidated as they spread in the construction of scenarios and practices. With that in mind, here we study the case of the former Escola Prática de Agricultura Carlos Botelho, currently ETEC Professor Edson Galvão, located in the municipality of Itapetininga, São Paulo. With this research, we aim to understand the evolution and impacts of school culture on the formation of the History Curriculum in this place, since the school's history, imprinted in its architectural characteristics and organization of spaces, illustrates the different phases it has gone through and presents great potential to educate those who go there. Thus, we intend to analyze the neocolonial architectural aesthetics of the school building, as well the educational and economic policies that nvolved the various changes and transformations regarding its use as a educational unit. Thereunto, we made use of documentary sources such as photographs, school files, and educational laws, to contextualize and historically organize the school's trajectory. We also use works by different authors such as Viñao Frago, Escolano, Atique, Vidal, Julia, Al Assal, among others; for the elaboration of the concepts of school culture, school space, and school architecture that supported the constitution of this research. The documentary analysis allowed us to organize the history of the former Practical School of Agriculture to the present day, going through several moments of rupture in its activity as an educational unit focused on agricultural education in the region. By identifying the elements of school culture and the characteristics of the school unit that were consolidated over time, it was possible to understand the interests of the State, allied to the agrarian elites, since the period of its implementation during the Estado Novo Varguista; and the ideological discourses regarding the use of neocolonial architecture for schools and their relationship with educational policies. We were also able to analyze the implications of the various ruptures and political changes that were interfering the analyzed school as an educational unit, and how this resulted in the formation of a specific school culture when she returned as the current ETEC Professor Edson Galvão.
Descrição
Citação
CSERI, M.M.T. O currículo de História e suas relações com a Arquitetura e Cultura Escolar: da Escola Prática de Agricultura Carlos Botelho à Etec Professor Edson Galvão, Itapetininga (SP). 2022, 134 f. Dissertação (Mestrado Profissional em Ensino de História). – Escola de Filosofia, Letras e Ciências, Universidade Federal de São Paulo, Guarulhos, 2022.