Banca de DEFESA: BARBARA DANIELE SCHULTZ

THE INTELLECTUAL JUAN RODRIGUEZ BECKER Y SILVA IN THE BRAZILIAN EDUCATIONAL FIELD (1922-1940): CURRICULUM MATERIALITIES AND APPROACHES TO THE ESCOLA NOVA

Trajectory of the intellectual. Didactic summaries. Curriculum. Cultural School Supplies.

This research aims to analyze the Didactic Manuals, also called Class Diaries by Juan Rodriguez Becker Y Silva. He is a teacher little recognized in the history of Brazilian education, but who has relevant contributions to the educational debate. It is represented in this dissertation by the figure of an educator and intellectual who worked briefly in the State of Santa Catarina, as well as settled in Paraná lands when creating a Secondary Institute, in the first decades of the 20th century. The didactic material of the referred teacher presents itself as a matrix source of investigation on the materialization of the school curriculum, practiced in the schools where Becker Y Silva worked and its articulation or approximations with the dictates of the new school, in the sense of also reflecting on the innovations that Escola Nova presented in the educational scenario and how the educator appropriated and represented them. The study was carried out based on the curriculum practiced, more specifically on the contents covered in the said teacher's didactic materials. The methodological conception of the research focuses on Cultural History, through references to school material culture, in close relationship with the history of school subjects and content whose qualitative approach has the purpose of reconstructing a network of meanings regarding school knowledge proposed by Becker Y Silva, in a certain historical time and space, for the records of these proposals in the Didactic Manuals of this intellectual. The research takes among the theoretical-conceptual references: Chartier, Sirinelli, Chervel and Stake. Becker Y Silva is proposed as an educator, teacher and intellectual, who in certain aspects stands out and in others approaches so many other names in Brazilian education. By actions and propositions, it is proposed, then, the recognition of a professor and intellectual committed to his work and engaged in matters pertaining to education and society in Paraná and, consequently, to the macro reality of the Brazilian nation in the period in which he worked. In view of these considerations, the path that helps us understand the field and the educational context of a given period is verified through his intellectual production, as well as in his role as an itinerant teacher, who articulates himself by his political position and by their social networks.