The purpose of this paper is to narrate the memories of retired teachers who worked
from 1960 to 1990 at Tocantins School (CT), at José Damasceno Vasconcelos School
and at Santa Terezinha High School Teaching Center (CEMST), in the city of
Miracema do Norte. Among the specific objectives, it was sought to identify and
interview retired teachers who worked in the educational institutions mentioned above,
to bring up the motivations for the exercise of teaching in a limited educational setting
and with reduced teacher training. The analysis of the teachers' memories revealed
various aspects of the daily life of elementary schools in the north of Goiás: teaching
methods, school rules and regulations, and the routine experienced by students and
teachers. In the bibliographic research, the authors, who deal with Brazilian teaching
history, were studied are the following: Aranha (1996) Nunes (2002), Vidal (2005),
Veiga (2007), Saviani (2007), Faria Filho (2000), Ribeiro (1998) Ribeiro (1998), among
others. The research was based on the meaning of educational institutions by Noselha
(2009), Sanfelice (2007) and Justino Magalhães (2004), which in the book “Weaving
nexuses: history of educational institutions” emphasizes educational institutions as
spaces for the transformation of the individual, which brings a sociocultural burden,
from the discussion education / action, information from the cultural and social context
to the epistemological; education / content, which is the epistemological knowledge
itself, and education / product, the result of the educational process. The methodology
of oral history was applied, adopting concepts from Verena Alberti (2000), Bosi (1994),
Halbawachs (2003), Michael Pollak (1992), Portelli (2006), Meihy and Holanda (2010)
and others. The analysis of the interviews was based on Bardin (2011) and Jacques
Le Goff (1998). All interviews were transcribed and examined in order to analyze the
official history recorded in the school documents and the story narrated in the
interviews of the investigated subjects. The interviews followed the procedures
provided for the identification of witnesses, construction of a questionnaire, consent
form with explanation and analysis of the statements. The documents used were:
Political Pedagogical Projects, Internal Regulations, photographs of the school unit,
newspaper clippings from the old north of Goiás about the school, the city, and the
collection of private individuals. The use of oral history as an investigation method
allowed subjects, institutions and school movements to raise a new perspective on the
educational scenario in northern Goiás. The interviewees highlighted places, events,
characters, educational practices, and produced information about the culture, rites
and daily life of the school, in a local / national context of Brazilian education in the
1960s and 1990s.
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