Das margens à submersão: cenário educacional de Nova Iorque - MA e sua cultura escolar (1938-1968)

Abstract

This study integrates the studies developed in the research line History, Educational Policies, Work and Human Formation and the Center of Studies and Documentation in History of Education and the Reading Practices- NEDHEL of the Graduate Program in Education of the Federal University of Maranhão and The objective of this research was the History of Education in New York City, MA, starting from the following problem: what is the educational setting and the school culture of New York City - MA from 1938 to 1968. It had as its general objective. : Analyze the educational setting and school culture of New York City - MA from 1938 to 1968 through the memories of students and teachers; and by specific objects: A) to check how New York City residents organized their daily lives; B) to map educational aspects in New York City; C) Describe the aspects of school culture in the studied period; D) Identify the constructed representations of students and teachers about the schools where they studied and taught. For such, the Cultural History was used as theoretical approach, because it allows the insertion of new subjects, objects and sources in the historiographic making, as well as guiding the notions of cultural representations that concerns the way one perceives reality through perceptions and classifications we make, raising them in cultural practices that generate behaviors. Oral History was used as a research method, as it fits in with the assumptions of Cultural History by applying a thematic life history interview with five research subjects who are former students and teachers of New York City. , which is submerged in the waters of the Parnaíba River. It was used as theoretical input Barros (2003), Castro (2017), Castanho (2019), Chartier (1990), Julia (2001), Faria Filho (2000; 2007), Frazão (2018), Halbwaschs (1990), Souza (2004; 2004), Verena (2000; 2005), among others. From the narratives we had as empirical categories of analysis School Institutions: School Group and Municipal School; Primary school teachers; School Materials and Disciplines; School Program, Classes and Practices of Punishment and School Parties. Therefore, this work serves as a systematized form and a representation about the New York scenario and its school culture, once it was verified at first the socialization coming from relationships built outside the school and secondly the school as a percussor of this process.