Ressonâncias de uma lei : prescrições pedagógicas sobre o ensino profissionalizante na revista do ensino do Rio Grande do Sul (1970)

Abstract

Considering the changes that teaching has undergone over the years due to reformulations in the laws that govern it and that such regulations are passed on through official documents, this research is part of the perspective of unveiling how vocational education becomes an integral part of school organization following the educational reform via law nº 5692/71. With this, an educational form is adopted for analysis, the Revista do Ensino do Rio Grande do Sul (RE/RS), which was a vehicle with wide circulation and high social prestige during its period of operation (1939-1942 / 1951- 1994), which was made available to teachers and which has been consolidating itself as a powerful source of research in the History of Education. As a research question, the following question arises: how did the Revista do Ensino do Rio Grande do Sul materialize in its pages the changes prescribed for primary and secondary education recommended by the 1971 Education Reform? From this inquiry, the general objective was formulated, which consists of analyzing the pedagogical prescriptions established for vocational education laid out by the 1971 Education Reform in the Revista do Ensino, in the editions of the 1970s.The specific objectives are as follows: i) verify how vocational education is presented/addressed by RE/RS; ii) analyze the relationships between the pedagogical prescriptions intended for vocational education in reform nº 5692/71 and addressed in RE/RS; and iii) decompose/systematize the suggestions for recommended teaching activities involving vocational education and its relations with the 1971 reform in RE/RS. From a theoretical point of view, this is a study developed under the prism of Historical-Critical pedagogy, by Dermeval Saviani, which argues that it is possible to understand educational practice from the reading of the social structure in which it is placed, and, only therefore, it is possible to understand it as a result of this conception. In methodological terms, it is a documentary research, based on Alessandra Pimentel, who proposes a dialogue with the document, in order to prove or refute the hypotheses/research question in order to articulate the socio historical context for this debate. The data analysis and discussion consider two categories of analysis, namely: i) developments of law 5692/71 in the Revista do Ensino do Rio Grande do Sul; and ii) pedagogical prescriptions and teaching reform: how did the printed matter articulate it? The results indicate that, in fact, there was a commitment by Revista do Ensino to propagate the new changes proposed by the educational system, caused by law 5692/71, considering education as a mechanism of action for the emerging economic development. To this end, the printed material also made use of suggestions for activities that would reinforce the subject's training for their insertion into the job market, as a strategy to encourage planning that could meet the new demand. Finally, the bifurcation with which the Magazine worked is considered, on the one hand, serving as support regarding the reform, while on the other, suggesting activities. There was a commitment to continue serving teachers as a way of continuing with the legacy of the document and, in addition, announcing the transformations proposed by the Secretariat of Education and Culture of the State of Rio Grande do Sul.