Resumo

ALMEIDA, Dóris Bittencourt  e  POLETTO, Julia Tomedi. Echoes of a future teacher: memories of training on Complementary Course notebook pages (1934-1936). Conjectura: filos. e Educ. [online]. 2019, vol.24, e019006.  Epub 31-Jul-2020. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v24.e019006.

The present article takes as object of analysis the notebooks produced by Romana Bragatti, between the years of 1934 and 1936, student of the Complementary Course of the São José College, located in Caxias do Sul - RS. The study investigates these writing supports, their materialities and statements, in an attempt to understand the use of artifacts and the constitutive discourses of teacher education. As a theoretical support, António Viñao Frago (2008), Castillo Gómez (2012) and Jean Hébrard (2001) are authors, who work with the history of written culture, explore graphic aspects, point to methodological paths and indicate possibilities of historiographic production in around these devices. Through these contributions, the research seeks to contribute to the analysis of these artifacts of the school culture and to express ways of research for those who risk to develop research inscribed in these perspectives. As disciplined writings, schoolbooks in theory do not allow expression of the spontaneity of the scribes, however, some records produced by the student, apparently subtle, highlight transgressions about this material and the schooling process that lived, making it possible to perceive the author’s marks. The subjects that appear in these notebooks deal with themes of Universal History and Pedagogy, knowledge considered important for the formation of students, presented descriptively. Especially the Pedagogical notebook, in addition to the description, also shows an explanatory-prescriptive character, supposedly being a reference for reading, especially of theoretical and methodological orientation. In examining them, there is a kind of mimicry of the current school textbooks. It is inferred that the students copied texts from these manuals, which were dictated or displayed on the chalkboard by the teacher, considering the little access to the books in that temporality. Regarding the Pedagogical notebook, what stands out most are, on the one hand, indicative codes of moral conduct considered appropriate to the teacher, in accordance with the process of feminization of teaching in that context. On the other hand, there are indications that the future teacher was in contact with Escolanovismo, who instituted Pedagogy on scientific bases, emphasizing the importance of Experimental Psychology.

Palavras-chave : School notebooks; Written culture; New School.

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