História da formação docente no munícipio de Dourados-MS: o curso de magistério na escola Serviço de Educação Integral/SEI (1995-1998)

Abstract

This essay entitled “History of Teacher’s Training at Dourados-MS city: The Mastership Course in Serviço de Educação Integral/SEI school (1995-1998)” was elaborated at the Federal University of Dourados, in the Postgraduate studies program, at the “Education, Memory and Society History” research line. It has as its main goal the comprehension of the teacher’s training in Dourados-MS, especially the teachers formation course offered by Serviço de Educação Integral school between 1995-1998. SEI school, where this course has been developed, was created in the 1980’s aiming to attend only the Children’s Education; however, it has evolved until offering the initial and final years of Elementary School and still operates nowadays. The course researched here is part of a 40 years history and was offered during daytime at this private institution, forming only a 10 students class. Aiming to achieve our goals, we made use of bibliographic readings, collect and analysis of institutional documents, as well as of interviews with four students and a teacher, using the Oral History methodology. The readings and analysis were based on the New Cultural History and on the History of Present Time. On the first part of this research, we delimited ourselves to carry out some approximations about teacher training in Brazil, from the 1970’s, aiming to contextualize some legal frameworks that existed until the our time frame, that ends in 1998. We still seek to address the teacher training in the State of Mato Grosso do Sul and in the city of Dourados, location where the research was developed. In the second part, we present the History and Memory of the SEI school, and the motivations that culminated in the organization and creation of the course and its practices. And finally, in the last part, we approach some analyses on the elements of the training offered, characterizing the mandatory internship and the reasons that induced the ending of the course. We obtained as results, from the methodological paths, that the experience resulted in a well organized course, with a defined curricular purpose, a technical and teaching team with all the conditions to execute the work with efficiency, however its opening had a smaller number of students which affected the payroll. However, there was a giant effort to keep the level of training as planned. Those involved pointed in their testimony that the formation of this course was also relevant to their personal lives and not only in their profession. They report the teaching practices of some teachers as striking in their memories, as well as the differential adopted by the institution in reconciling in their practices the affection, care, firmness and discipline generating in these a very close bond with the institution that has remained throughout their whole formation. We hope that this research contributes to the history of teacher education in the region of Grande Dourados, inserting in this field another school and its training trajectory.