Histórias e memórias de professores(as) de escolas rurais no Sul de Mato Grosso (1968-1978)

Abstract

This Master's Dissertation is part of the studies of the History of Education, Memory and Society research line of the Graduate Program in Education at the Federal University of Grande Dourados. The objective was to analyze the stories and memories of three teachers from rural schools in the south of Mato Grosso, more precisely, from the municipalities of Dourados and Fátima do Sul and their districts, focusing on initial training, entry into the teaching career, the teaching practices (the ways of teaching), in-service training and the relationships established with the rural environment, from 1968 to 1978. The time frame was based on the trajectory of the research subjects. For the analysis, we used oral and documentary sources, the first consisting of interviews with former teachers of rural schools in the locality, becoming the main source of analysis, and the second, by photographs, reports and document folders of the Dourados Regional Education Office, among others. These sources were analyzed based on the assumptions of the New Cultural History and references linked to the history and historiography of education, the history of education and the teaching profession, the history of rural education and the history of Mato Grosso. The results showed that urban and rural schools both emerged and expanded in the municipalities of Dourados and Fátima do Sul, as well as in their districts, from the installation and development provided by the Colônia Nacional Agrícola de Dourados (CAND) in this region. In the case of the entry of teachers in rural schools, the data revealed that it was mainly lay teachers who entered, as the presence of qualified teachers in these schools it only occurred when there were professors from other Brazilian states or local residents. In turn, the entry of these lay teachers into the teaching career, most of the time, happened by indications of politicians or other teachers. It was found, with regard to the teaching practices of these teachers, that they went through difficulties and suffered from the scarcity and lack of resources and teaching materials, despite this they did not stop looking for resources and ways of teaching that innovate their classroom practices. It was evident that some teachers used teaching by experimentation, others were based on the daily experiences of students in rural areas to teach, others even bought children's story books to develop attention, reflection, imagination and I like the students' Reading. However, depending on the location where the rural schools were located, such teachers received or not in-service training, although some of them were just dialogues on pay day. It was explained that the relationships of these teachers with students, parents and the rural community were positive and guided in different ways, whether through participation in civic and local events, science fairs and even through an Association of Parents and Teachers existing in one of the school institutions. These relationships have motivated bonds of friendship that extend to the present day, between teachers, students and students' parents. It is concluded, therefore, that these teachers contributed to the process of schooling of children in rural areas of the municipalities of Dourados and Fátima do Sul and their respective districts, located in the south of Mato Grosso, in the areas marked by recent colonization processes.