Abstract
This paper discusses the relationship between history, memory and the institution of the school. It builds on what the process of searching for, analyzing and interpreting sources according to a theoretical framework reveals about the way the institution of the elementary school came into being in the province of Parana (1854-1889). Such reflections resulted from dealing with official documents, reports and letters of the public teaching (Presidents of the Province, General Inspectors of Public teaching and teachers who worked in schools) preserved in the Public Archives of Parana. For in depth analysis we used Le Goff, Saviani, Magalhaes, Farge, Bloch, Thompson and Ciavatta. The reflections proceed from the position that teachers demonstrated originated by the schools. It is concluded that although the data presented by the people in charge at the end of the provincial period showed the failure of the school education, in fact, the work of the teachers has contributed to the process of the institution of the elementary school in the Province.
Highlights
The relationship among the history, the memory and the educational institutions at the beginning comprises two major categories and a subcategory: the history and memory as major categories being the second component of the first and a necessary element of the same
The investigations that have taken as the object of the research, the specificity of a given educational institution most of the times seek to base themselves theoretically in the approaches derived from the New History, because they prefer the particularities, or fall into the “School culture”
In the case of our research reports and letters as devices of some of the history of education from Paraná, they are transformed into mediation to be analyzed as expressions of the social economical, political and cultural context and enabling the removal of categories of analysis on education of the Provincial from Paraná
Summary
The relationship among the history, the memory and the educational institutions at the beginning comprises two major categories and a subcategory: the history and memory as major categories being the second component of the first and a necessary element of the same. The investigations that have taken as the object of the research, the specificity of a given educational institution most of the times seek to base themselves theoretically in the approaches derived from the New History, because they prefer the particularities, or fall into the “School culture” This view, as pointed out by Saviani, (2007) brings the concept of school culture to the concept of school practices and allows us to view in the words of the cited author: “Is it possible to say that the school has its own culture, distinct from cultures of other institutions that live with it in the same social formation? It is close to this conceptualization enunciated by Bloch, according to which “what we effectively understand by documents other than a ‘trace’, that is to say the image, perceptible to the senses, left by a phenomenon in itself is impossible to capture?” (Bloch, 2001: p. 73)
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