Práticas e representações no rnsino de história no Ginásio Estadual Imigrante, Caxias do Sul/RS (1968-1974)

Abstract

This research is affiliated with the Graduate Program in History Professional Master's Degree at the University of Caxias do Sul, within the research line Sources and Collections in Historical Research and Teaching. It aims to identify divergences and convergences in relation to the educational guidelines in force during the period under study, contributing to an understanding of the trajectories, changes, and continuities of History teaching. The research was conducted at Colégio Estadual Imigrante, located in Caxias do Sul, Rio Grande do Sul, Brazil, focusing on the period when the institution operated as Ginásio Estadual Imigrante, between 1968 and 1974. From the perspective of Cultural History and based on the theoretical contributions of Roger Chartier (1991; 2002), Pesavento (2008), Justino Magalhães (2004), Circe Bittencourt (2005), Selva Guimarães (2003), Luchese (2008), Fico (2015; 2017), Napolitano (2014), Chiozzini (2014), among others, the study seeks to determine whether, either implicitly or explicitly, forms of resistance to the impositions of the Civil-Military Dictatorship regime existed, as well as whether they contributed to promoting a more critical and reflective approach to History teaching despite the political and educational restrictions of the period. The investigation was conducted through documentary analysis of sources such as class registers, photographs, school regulations, and other school records, as well as accounts from former students and a former teacher at the school. The purpose was to identify convergences and divergences in relation to the educational guidelines in force, contributing to an understanding of the trajectories, changes, and continuities of History teaching during the Civil-Military Dictatorship. Ginásio Estadual Imigrante, inaugurated in 1968, was highly valued and sought after by the local community. Accounts and photographs reveal that the institution expanded through strong community involvement, expressed through events such as June festivals, parades, dinners, fundraising campaigns, and school competitions, which have remained part of its school culture to the present day. With regard to History teaching, the analysis of the class registers of three teachers indicates that, despite the persistence of some traditional teaching practices, methodological and narrative changes also occurred, moving toward more meaningful forms of teaching that went beyond the memorization and reproduction of knowledge. The results of this analysis, together with other school documents and oral sources, indicate that, despite the marginalization of History as a school subject in various institutions during the period, the school culture of Ginásio Estadual Imigrante, shaped by community cultural events, created a context that safeguarded History teaching, allowing room for a degree of autonomy, with its workload maintained and without the subject being replaced by Social Studies. Thus, small and silent forms of resistance to the authoritarian discourse of the dictatorial regime emerged within a complex school context. The writing of the institution's history for the updating of its Political-Pedagogical Project and the partial organization of the school collection for preservation constitute the product developed as part of this Professional Master's Degree. Finally, the research also highlights the need to expand academic studies on the trajectories of History as a school subject, as well as the importance of preserving school collections. [resumo fornecido pelo autor]