As ideias pedagógicas e a inovação na Primeira República brasileira : entre a tradução cultural e a gramática da escola
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2017-02-20Autor
Silva, Débora Alfaro São Martinho da
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This research aims to investigate the relation between pedagogical ideas and the
innovation process of school education praxis. The objective is to comprehend how the
process of production, appropriation and dissemination of pedagogical ideas is
developed and how they articulate to school educational practice, by suggesting
innovations with a view to apprehend the paradox of innovation and demystify the
process of mythologizing the "new", to get closer to the practice as it is in classroom
and, then, understand in a more concrete and entirely shape the school educational
phenomenon. As theoretical-conceptual tools we admit the notions from the studies of
"cultural translation", "hybridity" and "grammar of schooling", because they offer
insights to understand the pedagogical ideas motives of traveling from their sites of
origin, how they are apprehended at their arrival places, and how school educational
practice articulates with innovation. All those process, when involving "cultural
translation agents" and "authors of manuals”, which are responsible for translation of
theories and practices from abroad into the national context and mediation of these to
the school context - resulting in the study of intellectuals and their printed matter,
admits the educational impressions of Carlos da Silveira and José Scaramelli as primary
sources of investigation as the object of study. Intermediate intellectuals who would
roam between the proposers (theoreticians) and the executors (teacher) acting as
mediators and disseminators of the foreign pedagogical ideas in the country. Translated,
in a literally and culturally way, in their forms, these pedagogical ideas were disclosed
as theoretical-practical repertoire that was intended to instrument the teachers work in
the classroom, and offered didactic and method which concentrate the innovation of
educational practice and the revolution of the national school. Viewing such predicates,
we could exam the pedagogical ideas in this work with a view to the apprehension of:
what the authors present as "new" and whether the "new" they propose would be, as
situated by both, different from what would already be placed in the school context and,
capable of radically transforming the Brazilian school educational practice, establishing
the other thing, which was until then, nonexistent. As categories of analysis, we delimit
the conceptions of education and fundamentals of didactics and methodology, the latter
being contrasted with prescriptions for the effectiveness of the teaching process,
synthesized in the proposals of lessons and activities to be carried out by the teacher.
Due to the production process of the “new” result from changes engendered in times of
crisis, whose coexistence of temporalities accrues in the opening of fissures, it imposes
other ways of thinking and providing the understanding and objectification of the
existence conditions of present human life, giving the conditions for the emergence of
the "new”. The First Brazilian Republic was established as a time frame for this
research investigation object, since it comprises the intermission of time in which the
bases of the Brazilian society are shaken because of the historical and social demands of
in a time that imposes changes in its structure and relationships.