Quem vivenciou o que? Memórias e histórias de infância em Rio Novo

Abstract

The main focus of this research was to investigate through verbal stories of histories of lives of some retired teachers from Rio Novo - In Zona da Mata Mineira -, the elements who lived deeply the infantile education of each one. The idea of this research in Rio Novo intensify due to a pre recognition of the city history already been considered the second best teaching method, of the State, on the beginning of 20th century and the missing research where analyses the city education, through a teacher path. The purpose was to make these teachers remembered the elements that were part of their education, in other words, moments that in some way left marks and influenced their graduation. On my research, I don‟t pretend to name the job on terms of rural/urban and popular/scholar, the purpose was just to maintain the educational procedured, lived on childhood. My objective here, it‟s not to judge the reality of the told facts, but to know and register them for academic, social and historical reasons. This research was a way I found to collaborate on the reviewing of the pedagogic practice since the teacher‟s point of view of Rio Novo, through their own path. My intention was to collaborate on the expansion of the studies on education and knowlodge of teaching in which it is not similar to what I was taught, but I‟ve always heard. On this research done by me, I put as theoretical reference Bosi, Maurice Halbwachs, Pierre Nora, Walter Benjamin, Maria Teresa Assunção Freitas, Manuel Sarmento and Manuel Pinto who helped as theoretical basement so that I could follow and build my own steps, because they are researchers worried with narratives memories, life history and childhood. For the accomplishment of this research, I contacted some teachers who were willingly remembering their own path, with the intention to contribute on the advance of the education, because since those narrative memories, they could make a reflection of the familiar educational and school process, until elementary school, where it was set the end defined by me. In order to register this research, I used some strategies of filmic resources, in which we have the possibily to see the gestures and the features of the narrators in a very close way, as if we were present on the moment that story was told. Working on reconstructing memories of these teachers was allowing them go back time and remake moments that were significant. To me, it was important to understand the elements lived on the childhood until the elementary and consequently know the taught education/learned of the city and appreciate the past which could have disappeared, with so few registers documents printed, already worned-out.