Ginásio Estadual de Bataiporã-MT: história e memórias de sujeitos como experiências de escolarização (1969-1974)

Abstract

This Research Report socializes results on high school education and enrolls in studies on school institutions. The purpose of this study was to study the institution and the junior high school offered at the State Gymnasium of Bataiporã, located in the municipality of Bataiporã, in the south of Mato Grosso, considering in particular the memories of the subjects (students, teachers and administrators), understood as experiences. It analyzed the historical-social context, the specific circumstances of creation, installation and some of the transformations that occurred in the Institution, in the short period in which it worked with a specific denomination and organization. It nvestigated the history of the Gymnasium at a historical moment dating from 1969 to 1974 to understand its functioning in the organization of the city and the life of the subjects who passed through it, observing elements of the distribution of time, space and educational activities. In order to analyze the materials, concepts such as power, knowledge, space-time and memory / experience were used, with the support of Larrosa (2002), Le Goff (1990), Foucault (2008, 2014), Frago e Escolano (2001), Halbwachs 1990), Albuquerque Jr. (1994) and others, as well as scholars from school institutions and junior high school students such as Magalhães (2004), Dallabrida (2014, 2007), among others. The creation of the Gymnasium in the city occurred only fourteen years after the beginning of the offer of primary education, which occurred in 1955. Using the narratives of the interviewed subjects and documentary sources, it was observed that the creation and installation of the Gymnasium in Bataiporã was an event valued by the population of that city and, as in other localities, constituted an alternative for the continuity of studies of adolescents, young people and adults who could not travel to study in other cities.The Gymnasium building was built next to the existing School Group in the city, but there was no integration of school activities or even the students of the two institutions. Their presence also altered the situation of teachers and teaching, with the arrival of the normalists and other professionals with higher education; some "lay teachers" with no space in the classrooms, also found in the junior course the opportunity of training for the return to schools. With ever indications that it worked only for three years during the night period (an unfavorable aspect, especially for the younger ones) and through some practices of monitoring and controlling behaviors, collective and individual, the subjects interviewed, in their singularities, they narrate "positive" memories, or "no resentments," of this specific school experience, considering it meaningful in their personal and / or professional lives.