Abstract
Abstract This article aims to understand the school culture prescribed in the curricular plans sent to the Ministry of Education in 1959 to obtain authorization for experimental secondary classrooms in some schools of Porto Alegre (RS). Public schools proposed two different courses with nuclei of mandatory and elective subjects. The private school, directed to the female sex, defined only one school course, which consisted of mandatory and elective subjects, in addition to participation in clubs.
Highlights
This article aims to understand the school culture prescribed in the curricular plans sent to the Ministry of Education in 1959 to obtain authorization for experimental secondary classrooms in some schools of Porto Alegre (RS)
As we propose to understand the plans concerning the organization of the secondary experimental school classes sent to Ministry of Culture and Education (MEC), we are going to deal with the prescribed school culture, that is, the definition of the specific subjects and the devices through which it is transmitted and assessed
Cunha and Abreu (1963) state that, in early 1959, principals and teachers at UFRGS’ School of Application, and at the three public schools in Porto Alegre, reunited to formulate a common plan to innovate the gymnasium course, which resulted in a document entitled “Plan for the Organization of an Experimental School Class in the First Secondary’s Cycle (COLÉGIO, [1959?])
Summary
Cunha and Abreu (1963) state that, in early 1959, principals and teachers at UFRGS’ School of Application, and at the three public schools in Porto Alegre, reunited to formulate a common plan to innovate the gymnasium course, which resulted in a document entitled “Plan for the Organization of an Experimental School Class in the First Secondary’s Cycle (COLÉGIO, [1959?]). The teaching methodologies, or techniques, should allow the participation of the teenagers in the tasks of planning, execution, and result verification Some practices such as directed studies, work group, personal research and activities that entailed the creating expression were emphasized (COLÉGIO, [1959?]). In order to develop the course based on these features, the curricular flexibility above them all, work from the Educational Orientation Service, present in the four schools, was needed Such a service would have to follow all the learning process concerning these students, promoting among them the appreciation of the acquired knowledge, as well as “motivating them adequately towards the options that might seem necessary” The way these choices were made by the students is an issue that History of Education still needs to study
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