Diários de classe : sua história e contribuição aos estudos da alfabetização em Mato Grosso (1930-1970)
Data
2013-02-27
Autores
Fagundes, Luiza Gonçalves
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Universidade Federal de Mato Grosso
Resumo
The main objective of the research presented here was to analyze historical aspects of the
“General Registers of the Educational Institution”, which in Mato Grosso were known as
“Class Diaries” (grade books), with the belief that such documents serve as a source which
contributes to studies related to the history of literacy. Due to the complexity of the subject,
the research was organized chronologically to avoid dispersion. This approach facilitates the
localization, recuperation, organization, selection and analysis of the sources. The
methodological strategy chosen was the selection of the period from 1930 to 1970, which,
respectively, represent the beginning and ending periods of the investigation. This time period
was selected due to the fact that 1930 was the moment of consolidation, within the country as
a whole, through single tabulation, of the National Educational Statistics, whose objective
was to standardize the means of collecting such registers; and 1970, due to the fact that it was
the last year in which school groups which were extinct by the law LDB 5.692/71 were
registered. The choice of investigating Class Diaries pertaining to the elementary level was
made based on the fact that literacy at the elementary level is of interest to both me, as a
researcher, and to the research group ALFALE, which focuses directly on the development of
literacy within the school setting and is also a group of which I am a member. This
investigation is based on data collected by the research group ALFALE/CNPq/UFMT, of
which the oldest examples date from 1930. Many research projects related to the History of
Education are today interested in organizing and preserving the documents which are stored in
administrative areas of schools. This renewed interest in such documents has taken place due
to the restructuring of the researcher’s viewpoint, which observes that these materials (school
documents) serve as a source of investigation which can be revisited, discovered and verified;
or rather, this instrument of documentation represents established school cultures, and
therefore responds to the forms of content, frequency and organization in educational
institutions. The present research intends to contribute to reflection regarding certain aspects
of the history of Class Diaries, through a reading and the construction of narratives of school
cultures interlaced with contributions from studies based on the history of literacy practices in
Mato Grosso. As a result, it is possible to affirm that Class Diaries are considered formal
documents which present refined speech due to their comprobatory bias that expounds fixed
data (student names, dates, content and grades) and variable data (the insertion of content
related to the classroom context). Furthermore, such bookkeeping practices were created to
evidence and serve as proof of teacher’s educational practices and student performance within
the educational institution. This document was standardized and the teacher responsible for
the class was obligated to fill in the required information. The teacher also was required to
represent his/her practice in writing, clarifying through such register, in the complex spaces
offered, the reality experienced within the school context. Thus, the Class Diaries have left
clues about teaching practices and the evolution of the way in which this content is registered.
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Citação
FAGUNDES, Luiza Gonçalves. Diários de classe: sua história e contribuição aos estudos da alfabetização em Mato Grosso (1930-1970). 2013. 195 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2013.