Carlos Gomes School : memory and teacher training

Resumo: Com este trabalho de pesquisa procuro analisar a história da Escola Normal Carlos Gomes de Campinas ( S P), pela via das memórias de formação de professores para as séries iniciais da rede pública de ensino, entrecruzando vozes de dois depoentes ( Célia, ex-aluna e Marques, ex-professor) com as vozes dos republicanos e educadores do período. Com base nessas associações, busco também examinar os sentidos da tradição que abarcam as memórias de Célia e Marques que realizaram suas práticas escolares nesta escola e sua articulação às questões político-pedagógicas do Estado Republicano. O tema, que é parte do processo de modernização conservadora de democratização da escola pública, permite a ampliação do debate educacional, pois propõe o desafio de conhecer e reconhecer potencialidades da formação docente, explicitar os saberes e práticas incorporadas às memórias pessoais e sociais dos sujeitos envolvidos. No percurso da memória, as narrativas integram presente, passado e futuro, num processo de busca constante de significado, intervindo não só na ordenação de vestígios, mas também na sua releitura. No estudo histórico da memória, as experiências educacionais dos depoentes estão ancoradas no registro da atmosfera material da escola e na pluralidade de sentidos culturais, políticos que exigem reflexão quanto a sua natureza. As fontes secundárias produzidas sobre o tema mantiveram o diálogo com as fontes primárias que testemunham a época (legislações, jornais, literatura, fotografias, depoimentos de ex-aluna e ex- professor), para examinar a produção da história da educação brasileira e trazer algumas explicações acerca das histórias de formação que atravessam a vida dos sujeitos da escola. Face a tais considerações, torna-se imprescindível ressituar, no contexto educacional, as iniciativas para implantar essa escola de formação de professores e refletir sobre as afetividades construídas no contexto liberal pedagógico que vai sendo delineado na Primeira República, objetivando construir signos de nacionalidade e marcas de brasilidade nos futuros jovens professores.Abstract: With this research project I try to analyze the history of the Carlos Gomes School in Campinas ( SP ) through the memories of the teachers being prepared for the beginning levels of the state educational system. Two people were interviewed ( Célia, a former student of that school, and Marques, a teacher who used to work there). These were triangulated with the comments made by Republicans and teaching professionals of that time.By making use of the data mentioned before, it is my aim to examine the concepts of tradition that permeate the memories of Celia and Marques, whose teaching practice took place in the school relating them to the political pedagogical questions of the Republican State. The topic, wich is part of the conservative modernization process of democratization of state schools, makes it possible to spread the educational debate, as it is challenging to know and recognize the teaching training, to make explicit this practice and knowledge and to incorporate them to the personal and social memories of the subjects involved in the research project.Throughout the interviews the narratives mix present, past and future, as the subjects continuously strive to make sense, which not only interferes in the order events, but in their reading. In the historical study of memory, the educational experiences of the interviewees are anchored in the register of the material atmosphere of the school and the plurality of cultural and political sense that demands reflection of its nature.The secondary sources produced about the topic have been linked to the primary ones, that is, records form the time studied: the laws, newspapers, literature, photographs, as well as the interviews with Celia and Marques. This was done to examine the production of the history of Brazilian education in an attempt to explain the history of teacher training that took place during the lives of the teachers and students of that school. Taking this into consideration, it is essential to place in the educational context the initiatives to implement this school of teacher training and to reflect about the dedication built in the liberal pedagogical context, which is being described during the First Republic in order to build signs of nationalism and patriotism in the future young teachers