Abstract

GONCALVES VIDAL, Diana. Hist. educ. anu. [online]. 2006, vol.7, pp.70-90. ISSN 2313-9277.

This paper aims at discussing the diagnosis of failure of the educational reforms by questioning the various representations of school and schooling there are in dispute at the time the educational reforms are being defined, imposed upon or resisted to. Therefore, it is organized in four sections. In the first, the itinerary of work and research of the Núcleo Interdisciplinar de Estudos e Pesquisas em História da Educação- NIEPHE- (Interdisciplinary Center of Studies and Researches in History of Education), source of this work's discussion, are briefly presented. This is followed by the presentation of the concepts mobilized by the analysis: school culture, school grammar and school structure. The third section explores the changes in the school time proposed by the Fernando de Azevedo Reform in Rio de Janeiro (1927-1930) and the resistances displayed by parents, students and teachers as ways to put in evidence the different representations of school and schooling at play in the society at that period of time. The closing section problematizes the relations between the educational reforms and the changes in the educational discourse highlighting that there are changes in the school culture that anticipate the reforms, just as there are reforms that manage to reach the school everyday practices. It states, therefore, the importance of understanding the school practices in their social and historical relationships considering that the technical knowledge and the educational reforms are also constituted in the interplay of the competing representations of what the school is, and how it schools should operate.

Keywords : Reforma educativas; História da Educação; Escola nova; Crise educacional.

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