The FAILURE OF NEW SCHOOL REFORM

ATALIBA DE OLIVEIRA INTERPRETING THE PAULISTA SCHOOL RENOVATION (THE 1930s AND 1940s)

Authors

  • Marcus Aldenisson De Oliveira Universidade Estadual Paulista "Júlio de Mesquita Filho" - UNESP
  • Vera Teresa Valdemarin Universidade Estadual Paulista "Júlio de Mesquita Filho" - UNESP

Keywords:

Traditional school, New school, Active school, Correlated teaching, Project method

Abstract

Under the perspective guided by Darnton (1986), this article aims to capture the interpretations made by Ataliba Antonio de Oliveira about the new school movement. It is about a teacher from São Paulo who followed and resisted closely and from within the onslaughts and attempts at pedagogical renewal in progress in the São Paulo school system. By writing more than two hundred chronicles, interpreting among other themes the initiatives of the Escolanovistas in São Paulo, Ataliba de Oliveira pointed out the errors that characterized “the failure of new school reform”. After inventorying and analyzing these chronicles, this article intends to answer the question: How did Ataliba de Oliveira interpret the new school movement and the tentatives of inserting this pedagogical doctrine in the Paulista school apparatus between 1930 and 1940? The comparative logical structures the most of the chronicles, and through them, are revealed his most scathing criticism to the reform, the reformers, and the educational consequences of those actions. He also revealed the patterns that he intended to preserve. Taken together, the chronicles of Ataliba de Oliveira made up the interpretation that “the failure of new school reform” occurred because its apologists did not consider the data and situations of the Paulista school reality, nor the conditions faced by teachers and students in the educational task.

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Author Biographies

Marcus Aldenisson De Oliveira, Universidade Estadual Paulista "Júlio de Mesquita Filho" - UNESP

Doctor in Sciences by the Education and Health Program in Childhood and Adolescence/UNIFESP; carried out research internships at Université de Limoges (France) and Université du Québec à Montréal (Canada); is a FAPESP scholarship holder in the post-doctoral/UNESP internship modality. He has experience in the field of History of Education, with emphasis on the History of Mathematics Education and on the following topics: Didactics of Mathematics, Mathematics Teaching Method; pedagogical prints. Email: marcus_aldenisson@hotmail.com

Vera Teresa Valdemarin, Universidade Estadual Paulista "Júlio de Mesquita Filho" - UNESP

Associate Professor at the Department of Education at the Faculty of Sciences and Letters of Araraquara and at the Graduate Program in Education at the Biosciences Institute of Rio Claro, UNESP. She is a CNPq Scholar in the Research Productivity modality and has experience in teaching and research in the area of History and Philosophy of Education, with an emphasis on the following topics: school culture, philosophical foundations of teaching methods and teacher training. Email:

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Published

2023-08-03

How to Cite

De Oliveira, M. A., & Valdemarin, V. T. (2023). The FAILURE OF NEW SCHOOL REFORM: ATALIBA DE OLIVEIRA INTERPRETING THE PAULISTA SCHOOL RENOVATION (THE 1930s AND 1940s). Educação Em Revista, 39(39). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/38999

Issue

Vol. 39 (2023)

Section

Artigos

License

Copyright (c) 2023 Educação em Revista

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