De Escola Normal a Instituto de Educação no Brasil: uma leitura de espaços compartilhados (1835-1971)

Abstract

The theme of this research deals with the History of the Normal School in Brazil as an establishment for training primary teachers that goes through long periods of a process of sharing physical space and Brazilian nomadism in its institutions, characteristic of teaching institutions, due to the lack of a own building. The investigation falls within the theme of the History of School Institutions and is based on the assumptions of Escolano (1998), Frago (1998; 2001), Gatti Junior (2002), Magalhães (1996; 1998). We collected sources from the collection of the Instituto Superior de Educação Presidente Kennedy (IFESP), online Repositories, Legislation, Provincial Reports, and from the collection available from the Education, Sociohistorical and Philosophical Studies research line of the Postgraduate Program in Education at UFRN (PPGEd). Our research objective is: to investigate the trajectory of spacesharing occurrences that Normal Schools in Brazil experienced in their period of nomadism (1835 – 1971) until they acquired their own building. In reference to the time frame: 1835 is justified by the act of creation of the first Normal School in Brazil, located in Niterói, headquarters of the province, and 1971 as a result of Law 5,692/71 that begins the process of dismantling the Normal Schools. The Escola Normal was designed to be a teacher training institution operating in an adequate physical space, in accordance with the educational legislation in force at the end of the 19th century and the Brazilian Public Instruction Reforms. It was the responsibility of governments to allocate the percentage of the budget for education. However, the provincial rulers oscillated throughout the period between the discourse of valuing teacher training and the practice, which in reality, there was no means to carry it out.The lack of its own building and the process of sharing the Normal School's space with other school institutions, within the proposed 1835 – 1971 time frame, harmed what was designated as the school's physical space. The precariousness of inadequate facilities and operating conditions are highlighted both in reports from provincial presidents, reports from directors of Normal Schools, and in the bibliography available on the subject. Investigating the history of the Escola Normal means delving into important scenarios about education in Brazil, in particular the pioneering teacher training institution. This time, analyzing the history of the Escola Normal, in the national context, is to collaborate with the historiography of Brazilian education.