O MEC-INEP contra a Reforma Capanema: renovação do ensino secundário na década de 1950

Abstract

ResumoEste artigo tem o intuito de compreender o modelo pedagógico renovador do ensino secundário brasileiro que foi colocado em circulação em textos publicados, na segunda metade da década de 1950, no periódico "Educação e Ciências Sociais -Boletim do Centro Brasileiro de Pesquisas Educacionais". Considera-se que um modelo pedagógico é produzido, colocado em circulação de diversifi cados modos e apropriado de forma específi ca e inventiva. Na difusão escrita, os periódicos educativos têm um papel importante na medida em que estão vinculados a posições no campo educacional. Por um lado, este artigo procura compreender a proposta renovadora de Jayme Abreu, como técnico do INEP, sobre o ensino secundário; de outra parte, explora as prescrições da Diretoria do Ensino Secundário do Ministério da Educação e Cultura para as classes secundárias experimentais. Numa época marcada por acirrados debates educacionais, intenta-se dar visibilidade ao modelo pedagógico renovador do ensino secundário brasileiro, que se opunha à Reforma Capanema.

The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s

“…Thus, Gildásio Amado as the director of MEC Secondary Education department, made efforts to regulate this experience in secondary education and, to this end, formulated a list of requirements to the Minister of Education and Culture, which would result on the publication of the «Instructions about the nature and organization of the experimental classes» (Brazil, 1958), legislation which authorized the experimental class facilities into the two secondary education cycles from the school year of 1959 (Amado, 1973). Its item 3 establishes «the experimental class features» determining that, as a matter of priority, they should be implemented in the first secondary education cycle that is, in junior high school; in a reduced number of classes, starting at the first class and, under evaluation could be expanded to the other junior high school classes (Dallabrida, 2014). This legislation established strict control mechanisms for MEC through the need of a previous authorization and «special assistance» of the Secondary School Board and the accreditation of teachers, as well as the «previous consent of parents or the ones responsible for the enrolled students» (Brasil, 1958, p. 80).…”

“…Brazilian secondary education began to be effectively transformed only from the 1950s, as part of a pedagogical renewal movement that took place in Brazil after the Getulist dictatorship, largely stimulated by UNESCO -a new and global educational agent. Thus, it began to integrate, although not in a priority way, the national education agenda both in the National Institute of Pedagogical Studies (INEP) and at the Secondary Education Department (DES) -Ministry of Education and Culture bodies (Dallabrida, 2014). Since 1952 Anísio Teixeira was in charge of NIPS and implemented several campaigns to overcome the national education system fragility, among which the Inquiry and Survey Campaigns for High and Elementary School (ISCHES), coordinated by Jayme Abreu, which resulted in several work publications about the Brazilian secondary education situation.…”

Entre a compulsão modernizadora e a melancolia pedagógica: a escolarização juvenil em tempos de pandemia no Brasil

“…Importante apontar que essa agenda modernizadora poderia ter como um de seus marcos possíveis a nomeada "Reforma Francisco Campos", implementada no início da década de 1930. De acordo com Norberto Dallabrida (2009), em perspectiva histórica, nesse período, encontramos a serialização do currículo, a regulação da frequência obrigatória e a elaboração de sistemas avaliativos no âmbito nacional. O Estado brasileiro, na busca de uma "homogeneização e centralização nacionalizadas", idealizava -em tom intervencionista -a modernização dessa etapa por meio de uma cultura disciplinar.…”

School Culture Prescribed in Experimental Secondary School Classes in Porto Alegre (1959)

“…Influenced by the emerging experiences in several Brazilian states, in 1958, the Ministry of Culture and Education (MEC) authorized, through the "Instructions on the nature and the organization of Experimental Classes" (MINISTRY, 1958), innovative pedagogical experiments in the Brazilian secondary schooling, calling them secondary experimental school classes. To establish this legislation, it is worth mentioning the efforts of Gildásio Amado, then head of the MEC's Secondary Schooling Board (DES), as well as Anísio Teixeira's, who coordinated the Educational Research Institute (INEP) (DALLABRIDA, 2014). Both of them worked to democratize secondary schooling in the number of admissions and schools, stimulating mainly to public schooling system, as well as ensuring a schooling culture that included the diversity among Brazilian teenagers.…”