Centro Educacional do Maranhão - CEMA São Luís (1969 – 1990): entre memórias e representações da docência e discência televisiva

Abstract

This dissertation presents the results of a research project entitled: MARANHÃO EDUCATIONAL CENTER - CEMA SÃO LUÍS (1969 – 1990): between memories and representations of television teaching and learning. The general objective of the research was to analyze the historical trajectory of the CEMA in São Luís-MA, from 1969 to 1990, paying attention to the memories and representations that emerge from this process. The central question that guided the research was: what memories and representations can be learned from the historical trajectory of the CEMA, in São Luís, from 1969 to 1990? Methodologically, it is located in the dimension of Cultural History, in the domain of the History of Education, the thematic field of the History of television education in Maranhão. It consists of bibliographical, documentary and field research. Documentary analysis and semi-structured interviews were used as data collection instruments. The research participants consisted of five (5) learning advisors who worked in teleclassrooms; three (3) learning advisors who acted as supervisors; one (1) learning advisor who acted as director and three (3) production and filming technicians who participated in the TVE-MA implementation process, currently all retired. As categories of analysis, we selected a representation in Bourdieu (1930, 1977, 1997a, 1998), Chartier (1989, 1990, 1999, 2001, 2002a, 2006), Faria Filho (2004), Ferrés (1996), Viñao Frago (1995, 2000), Hanburger (1998) and Magalhães (2004). Regarding the results, it was identified that the memories and representations of TVE-MA are summarized in two dimensions: Institutional memories – Legacy of CEMA as a pioneering project, despite structural limitations; and identity representations – self-perception of learning advisors as teachers, even without formal recognition. These can be organized into several categories, reflecting both the experiences of the participants and the educational and social context of the time, namely: educational innovation, access to education, professional identity of learning advisors, school culture and community, challenges and difficulties. As partial conclusions, it was found that memories about the historical path of CEMA in São Luís – MA inform that the implementation of this institution was considered decisive for the expansion of education in the State, especially in São Luís, obtaining significant results for students in the period from 1969 to 1990, although it emerged in the context of a dictatorial military regime. However, the results point to a demarcation due to the professional identity conflict of learning advisors, whose representations confirm that, although not recognized as teleclass teachers, recognized themselves as teachers due to their teaching activity and recognized the CEMA implementation process as the establishment of an innovative program that left relevant contributions to student training in the State of Maranhão for the period under study.