Educação e património, estudo da cultura material da escola em Portugal e Cabo Verde numa perspetiva hermenêutica, etnohistórica e poscolonial.

Resum

The research work presented here follows previous investigations in the context of preserving and safeguarding the heritage school and the demand for knowledge to ensure the completion of this work with rigor. The reflections that have been raised over the role played by the school culture and its materiality, in "Portugal of Salazar" (1930 e 1974), formed the challenge for the analysis of historical and cultural truths socially accepted in the construction of our personal and collective memory, in "school that the Portuguese created" of mainland Portugal and overseas constituting materiality school an important guide to access the grammar inside the school. My "zoom" choose the primary education, in Portugal and Cape Verde, because it is a great territory of socialization and transformation of children in students, which establishes a relationship with the State, more subject to a vigilant social control, mas¬sification of norms and values, a space and a privileged age to do it. The proposal is the construction and presentation of a model of holistic and in-terpretative reading of school materiality, through a hermeneutic perspective, ethno historical and post-colonial. The model is based on submitted by Escolano Benito, through critical analysis of academic culture documents (which focus on scientific texts and research), policy (linked to language and discursive practices promoted by the great planners and managers of formal education) and empirical (based on inter¬views and school objects that reflect functional and symbolically the school practices), underlying the founding myth of the ethos of this school. The analysis focuses on ob¬jects informers that empower their utilitarian function to become symbols capable of interpretation for the analysis of formal and informal mechanisms, of the stories and memories legitimised and silenced, and the meanings and senses of the school culture, present in the narrative identity legitimized of a "Portugal from Minho to Timor." The hermeneutic model presented has a close affiliation with the ethno methodo¬logical work by the need to revisit the sources and make a dense description of details and indications - a condition that allows dive into the "black box" of the school. I also convene the concepts of post-colonial studies by analysis of generally accepted can¬ons discourses of know-how in that edify the conceptions of educational, heritage and story, bringing out areas of divergence and distinctive features of specific contexts. The research is structured into two distinct parts: Part I, I present the reasons that guided me in the choice of the theme, the objectives and initial questions of this re¬search, as well as the reasons for the hermeneutic and qualitative approach. I also present in this chapter the characterization of time and space: a short time analysis, between revolutions and a space configured by layers of common histories and shared memories between Portugal and Cape Verde. In the sources, I give to know the main authors, documents and archives consulted, works and authors of reference, as well as the documents of empirical culture that I bring to analysis. I, still, present in a third and final chapter, the framework and concepts: I give a new meaning to school objects as symbolic documents that open for decoding, using the evidentiary method and ethno-education, as an intellectual field and research confronting the legitimate and crystal¬lized forms of knowledge and power, summoning the concepts of circulation models and the know-how educational. In Part II, I present in a single chapter the analysis of text objects and images under three thematic dimensions: i) the context (political and social and school education); ii) the practice (motivations, relationships, places, objects and activities) and iii) to give voice to objects (organization of micro-stories, presenting a story-synthesis of practical and symbolic of school objects, resulting from the interception and analysis of documents of academic, political and empirical cultures). I resorted to Mnemósine, Hermes and Janus to lead me in the presentation of con¬clusions and reflections on the work done. Based on them I valid the model used to reach me the answers to the questions posed at the beginning of this research and I summarize here: does the hermeneutic reading of History, stories and memories con¬densed in educational material culture provide access to the "black box" of the school and reveal hidden aspects of intra-school story? Shall the interpretative approach of materiality school convene creative and innovative aspects that enable the creation of future projects in education and heritage? The objects, spaces and are evocative guides to access a silent curriculum of for¬ mal education in its know how become globalized and revisited the body, sensations, feelings, learning and elicits multiple memories: one are recorded in documents that configure the memory official, others that arise from scientific-academic reflection and, still, those reactivate more subjective and intimate content, where is the personal biography of each individual - the memory emerges from subtle and plastic form, pen¬etrates beyond the materiality and accesses an interiority where lurk the codes and the archetypes of individual experiences, but also experienced and constructed in social and historical contextsiii. The object presents itself as narrator, not in a single and static version, but written in a plural form, by the multiplicity of versions of memories and stories (individu¬als and officials), which I present under the title, "to give voice to objects." I give as a paradigmatic example the ruler present in the classroom, which, although small in size and on the teacher's desk, grows in its symbolic dimension - as a metaphor of the power, order, obedience - far beyond the walls of the school. But, also, the slate board, which although considered a didactic object (in the texts analyzed about the political and academic cultures), presents other stories and memories by the narrative of its users, reconfiguring not so much as didactic material but as a symbol of public trial place. The same happens with the building and the school desks that reveal, in addition to the projects of architectural and furniture to support the educational action (which the legislation of the epoch attempts to highlight), other political-pedagogical nature that configure a silent curriculum that separates genders, imposes postures, determines social roles which extend throughout life. The study of material culture has highlighted the role of the school as a powerful institution that delineated a shared identity and it was assumed as a proposal for gov-ernment of individuals and tradition ontologically incorporated in the construction of its own subjectivity, which was designed in life beyond school. However, the research enabled to highlight the work done about the heritage and education, even that of the past, is not limited to a past tense because follows the personal biography of each in¬dividual and the story of the community, in addition to the space and time in school, where today's options reside past evocations that are transformed into actions in the present, even if unconscious. The interpretive work devoted itself as challenge to new and creative approaches, transformed into action, which is formulated as the lines of future research and propos¬als for practical and concrete activities with communitiesiv - as subjects and agents in self-reflection and critical thinking processes of education and heritage, as endogenous development factor, embodied in the Millennium Development Goals (MDG) and the UNESCO documents.