O escolanovismo e a Escola Normal de Annapolis/GO na formação de normalistas (1931-1937)

Abstract

This dissertation is entitled "The escolanovismo and the Escola Normal de Annapolis/GO in the training of normalistas (1931-1937)", whose investigation was directed by the following question: what are the aspects of the New School present in the normal course and teacher training within the Escola Normal de Annapolis/GO in the period from 1931 to 1937? Its overall objective is to analyze the aspects of the New School present in the normal course and teacher training within the Escola Normal de Annapolis/GO in the period from 1931 to 1937. The specific objectives are to understand the reflection of the New School movement in normal education and the training of normalista teachers in Brazil in the 1930s, to state the influential escolanovista principles in normal education and the training of primary teachers in Goiás in the 1930s, and to analyze the aspects of the New School in normal education and the training of normalistas in the context of the Escola Normal de Annapolis-GO between 1931 and 1937. Methodologically, based on a qualitative approach, documentary research and bibliographic research were adopted, from the historiographic perspective of the New History or Renova History (BURKE, 1992). The historical documents used as sources were the enrollment record books, exams, and ordinances, as well as the internal regulations of the Anápolis Normal School, found in the Archive of the now-defunct Auxilium College of Anápolis/GO. As for the theoretical contribution, the research was based mainly on Abreu (1997; 2020), Abreu and Gonçalves Neto (2018), Borges (1975), Canezin and Loureiro (1994), Carvalho (1989), Nagle (2001), Nepomuceno (1994), Nepomuceno and Guimarães (2007), Saviani (2005; 2009; 2011), Silva (1975), and Tanuri (2000). As a result, it is pointed out that between 1920 and 1930, with pedagogical optimism, which thought about the pedagogical reformulation of Brazilian primary and normal schools through escolanovismo (NAGLE, 2001), normal courses and the training of normalistas were raised in their didactic-pedagogical character and professional level. In Goiás between the 1910s and 1920s, the construction of mentality and consolidation of the principles of the New School in educational policy were based on active learning through intuition, adapting the school to the demands of social life from the perspective of social, cultural, and economic progress, and focusing on teaching centered on the specificities of child development, learning by doing. In the 1930s, the same principles were maintained, but the actions were directed towards the training of normalista teachers to consolidate the transition from traditional to new school as a way to overcome local backwardness and stagnation and thus place the state on the path of national capitalist economic development. In the Anápolis context between 1931 and 1937, the Escola Normal de Annapolis/GO was created within the process of expanding these teacher training institutions in Goiás with a view to increasing the number of normalistas for the improvement and effectiveness of primary education in Goiás. In this sense, the Anápolis educational institution had marks of escolanovista influence, as a movement that would have constituted the basis for the educational renewal aimed at the time.