Memórias de diretoras: práticas administrativas no cotidiano dos Grupos Escolares do Maranhão (1960-1970)

Abstract

This study investigated the practices of women principals in the daily life of the School Groups of Maranhão. The central question is circumscribed to understand the role of the principals in the process of administration of the School Groups in Maranhão, in the period from 1960 to 1970. The general objective is to analyze the historical process of constitution of a primary school administration structure, implemented by the advent of Elementary School. The methodology privileges the memory of principals, understood through Oral History. According to the authors of the field, the use of this methodology can be used in any contemporary theme, and still living those who have something to say about the subject, their reports can be studied using it. In Oral history, the generation of documents occurs through interviews, which have a unique characteristic, in other words, they are resulted of the dialogue between interviewer and interviewee, which leads the historian to depart from interpretations based on a rigid separation between subject / research object. The subject of the research are nine principals that worked in the School Groups Santa Luzia, Maranhão Sobrinho, Senador Vitorino Freire, Gomes de Sousa, Sotero dos Reis, Estado do Mato Grosso, Imaculada Conceição e Alfredo Dualibe. The research approaches the school administration, which involves aspects of education and instruction that are framed and developed within the schooling process. According to the authors of the area of History of Education, the administrative practices are part of the daily life of a school model that emerged in São Paulo in 1893, by the law and from 1894. It was constituted as Elementary Schools, and the teachers organized around the school series. The teaching was seriate and sequential, replacing the classes of students at different levels of learning, under the unique authority of the teacher and regulated by the figure of the principal. The proposal of the Thesis defended is if the normalist teachers, in the position of the principals, contributed in the constitution of a structure of primary school administration implemented by the advent of the Elementary School, the components of this administration were: the Teaching Experience, that is found in the acquired experience while teachers; the Scientific, that were the knowledge acquired in the school formation, professional, improvement courses and pedagogical literature; the Political, which is based on the way they ascended to the position; the Religious, founded on religious formation, allied to daily school practices; Territoriality, which refers to the actions of the principals in the appropriation of space, contributing to their permanence in the position; The normative, which is based on the legal devices that regulate the actions of the principals in the school. It was verified that the different experiences of the principals in the educational field enabled them to expand the power and powers, pillars of feminine empowerment. Then, it is considered that there are indications of empowerment in the professional trajectories of the principals. Therefore, the components of empowerment include Economic, Political, Solidarity, Audacity, Creativity, Self-Esteem, Intellectual Power, Autonomy. The Thesis emphasizes these issues.