O peso do passado : currículos e narrativas no ensino de história das Ditaduras de Segurança Nacional em São Paulo e Buenos Aires
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Data
2015-11-16
Autores
Balestra, Juliana Pirola da Conceição
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Esta tese propõe analisar o peso da história das Ditaduras de Segurança Nacional nos currículos e nas narrativas de jovens que terminaram, em 2013, a escolarização básica/obrigatória em escolas públicas da região central das cidades de São Paulo e Buenos Aires. A intenção foi entender como esse peso atua na tomada de decisões no presente entre gerações que não vivenciaram diretamente esse passado. Ao total, 116 jovens estudantes participaram da pesquisa. Em São Paulo, eles
cursavam o 3º ano do Ensino Médio e, em Buenos Aires, o 5º ano da “Escuela Media”. Ambas as cidades passaram por experiências semelhantes em um mesmo período – as Ditaduras de Segurança Nacional, o terrorismo de Estado e a prática do desaparecimento –, mas se relacionam, de forma diversa, sua história, com práticas distintas para lembrar, reparar
ou esquecer esse passado, o que se reflete na relação que os jovens estabelecem com ele. Para entender como esse passado chega aos jovens, suas representações e as atitudes que mobiliza foram consideradas duas dimensões de sua formação histórica: a dimensão curricular, enquanto política pública para o ensino, composta pelas diretrizes curriculares, leis educacionais e materiais didáticos; e a dimensão narrativa, relacionada à consciência histórica e aos usos da história na tomada de decisões.
Para a análise da dimensão curricular, fez-se uso dos apontamentos de Ivor Goodson sobre os currículos oficiais enquanto prescrições, que envolvem místicas importantes sobre o papel do Estado, da escolarização e da sociedade no processo de
aprendizagem. O modo como se representa o passado nesses currículos, por sua vez, foi interpretado a partir das contribuições dos estudos de Serge Moscovici e Denise Jodelet sobre as representações sociais, relacionadas ao processo pelo qual o conhecimento sobre o passado é gerado, transformado e projetado no mundo social. Já para a análise da dimensão narrativa, foram essenciais os princípios elaborados por Jörn Rüsen sobre a formação da consciência histórica e sua função didática de orientação, refletindo sobre os usos que se faz do passado para dar sentido ao presente e às expectativas de futuro. O conteúdo das narrativas, em sua especificidade, também foi analisado em função das representações sociais mobilizadas, que serviram tanto para os jovens se compreenderem quanto para se comunicarem. A análise dessas dimensões indica que, embora sejam poucos os que utilizam a história das ditaduras para tomar uma decisão no presente, o peso desse passado entre os jovens é maior onde ele é assumido como política pública pelos processos de formação histórica, entre eles o ensino de história, revelando uma relação intrínseca entre formação histórica e consciência histórica.
This thesis purposes to analyze the weight of the National Security Dictatorships‘ history upon the curricula and narratives of youngsters, who finished in 2013 the basic/mandatory schooling in public schools, in central areas in the cities of São Paulo and Buenos Aires. The intention was to understand how such weight acts in the present descision making among generations that had not directly experienced this past. In total, 116 young students have participated in the research. In São Paulo they were attending High School‘s 3rd grade and in Buenos Aires they were attending 5th grade of ―Escuela Media‖. Both cities have been through similar experiences at the same time – The National Security Dictatorship, the State terrorism and the disappearing practice –, but they deal differently with their histories, with distinct approaches on remembering, reparing or forgetting the past, that reflects in the relation that youngsters establish with it. To understand how this past gets to the youngsters, its representations and the attitudes it mobilizes, two dimensions of historic instruction were taken under consideration: the curricular dimension, as it is public practice for education, composed by curricular guidelines, educational law and didactic material; and the narrative dimension, related to historic consciousness and the uses of history on decision making. To analyze the curricular dimension, it was made use of Ivor Goodson‘s notes on official curricula while prescriptions, that sustain important mystique about State role, of schooling and society in the learning process. The model that represents the past in these curricula, in its turn, was interpreted after the contributions of Serge Moscovici‘s and Denise Jodelet‘s studies on social representations, related to the process in which the knowledge about the past is generated, transformed and projected in the social world. The principles elaborated by Jörn Rüsen, about the formation of historic consciousness and its orientation didactic function, were essential to the narrative dimension analysis, reflecting on the uses that are made regarding the past to give meaning to present and to the expectations for the future. The content of these narratives, in its specificity, has also been analized because of mobilized social representations, that had served for youngsters to communicate and to comprehend themselves. The analysis of these dimensions indicates that, even though there are few who take the dictatorship history for decision making at the present, the weight of this past on the youngsters is bigger where it is pressumed as public politics by the historic formation processes, including history teaching, revealing an intrinsic relation between historic instruction and historic consciousness
This thesis purposes to analyze the weight of the National Security Dictatorships‘ history upon the curricula and narratives of youngsters, who finished in 2013 the basic/mandatory schooling in public schools, in central areas in the cities of São Paulo and Buenos Aires. The intention was to understand how such weight acts in the present descision making among generations that had not directly experienced this past. In total, 116 young students have participated in the research. In São Paulo they were attending High School‘s 3rd grade and in Buenos Aires they were attending 5th grade of ―Escuela Media‖. Both cities have been through similar experiences at the same time – The National Security Dictatorship, the State terrorism and the disappearing practice –, but they deal differently with their histories, with distinct approaches on remembering, reparing or forgetting the past, that reflects in the relation that youngsters establish with it. To understand how this past gets to the youngsters, its representations and the attitudes it mobilizes, two dimensions of historic instruction were taken under consideration: the curricular dimension, as it is public practice for education, composed by curricular guidelines, educational law and didactic material; and the narrative dimension, related to historic consciousness and the uses of history on decision making. To analyze the curricular dimension, it was made use of Ivor Goodson‘s notes on official curricula while prescriptions, that sustain important mystique about State role, of schooling and society in the learning process. The model that represents the past in these curricula, in its turn, was interpreted after the contributions of Serge Moscovici‘s and Denise Jodelet‘s studies on social representations, related to the process in which the knowledge about the past is generated, transformed and projected in the social world. The principles elaborated by Jörn Rüsen, about the formation of historic consciousness and its orientation didactic function, were essential to the narrative dimension analysis, reflecting on the uses that are made regarding the past to give meaning to present and to the expectations for the future. The content of these narratives, in its specificity, has also been analized because of mobilized social representations, that had served for youngsters to communicate and to comprehend themselves. The analysis of these dimensions indicates that, even though there are few who take the dictatorship history for decision making at the present, the weight of this past on the youngsters is bigger where it is pressumed as public politics by the historic formation processes, including history teaching, revealing an intrinsic relation between historic instruction and historic consciousness
Abstract
Descrição
Tese de Doutorado apresentada ao
Programa de Pós-Graduação em Educação
da
Faculdade
de
Educação
da
Universidade Estadual de Campinas para
obtenção do título de Doutora em
Educação, na área de concentração de
Educação, Conhecimento, Linguagem e
Arte. Orientadora: Ernesta Zamponi
Palavras-chave
Ditaduras, Ensino de história, América Latina
Citação
BALESTRA, Juliana Pirola da Conceição. O peso do passado : currículos e narrativas no ensino de história das Ditaduras de Segurança Nacional em São Paulo e Buenos Aires. 2015. 226 f. Tese de Doutorado (Programa de Pós-Graduação em Educação da Faculdade de Educação) -
Universidade Estadual de Campinas (Unicamp), Campinas, 2015