Memórias de professoras rurais: um tempo um vento sentidos e significados de vivências

Abstract

This dissertation, named Rural Teachers Memories: Time... Wind... Meaning and Significance of Experiences, is inserted in the Practical Scholar Research and the Public Politics, bound to the Education Graduate Program from the Universidade Federal de Santa Maria UFSM, it had as the mainly purpose to analyse, by the rural teachers memories (1950-1980) and their life stories, the meanings and significances according to their experiences, to the teacher job, to the school and to the students. Specifically, it brings a discussion about the women job as teachers, in a rural context, place where the women find ways to practice themselves, which are different manners, discovered during the practical time. It causes an approximation with the subject idea and genre which are important to the social, cultural and historical relationships. It unmakes and removes the data a priori, of the fixity and signals that the history of rural women teachers, also carries marks and lines of flight exercise against the possibility of inventing new ways to be. It tries to reveal a quite faint in education research, lending, thus, in light of research, new meanings and different ways that, under the gaze of them, they emerge from different pictures and scenes redone. Through sensitive listening, I realize that the empowerment women, enrolled in these stories, mark a significant and introduces the break of what, for years, it crystallizes in history teaching women: space awarded the female subject. To this study effectuation, I try to write a theory, evolving the gender and memory categories. I detach some authors as Joan Scott, Guacira Lopes Louro, Beariz T. Daudt Fischer, Michelle Perrot, Mary Del Priori, Maurice Halbwachs, Paul Thompson, Pierre Nora. Articulating the relational genre category, the Michel Foucault theories serve as tools to analyse, to clarify the power and the relationships. The job is organized in three chapters. The first one is about the theory: memory and genre; the second talks about the methodological assumptions of the Oral History method - terms of life stories, when I highlight authors like Verena Alberti, José Carlos Sebe Bom Meihy. The third emphasises the discussion about the teachers significant attributions, about the theoretical and methodological narratives. It s accomplished a qualitative analyse by the History Oral modality in the life stories. It s done interviews structured with three different teachers generations in the city of Santiago-RS, in the community of Florida, a district of this city. It reveals confirmations, significant and meanings changes in the rural teaching, in the schools, and in the students, showing changes that shape and restructure the experiences and reports from teachers.