Centro Educacional de Formação do Magistério Primário de Caicó: as ideias anisianas nos sertões do Seridó

Abstract

The objective of this work is to analyze the architectural language of the Educational Center of Primary Teaching of Caicó (CEFMPC), considering the presence of the educational ideas defended by the educator, intellectual and public manager Anísio Teixeira (1900-1971), in the context of Reform of Primary Education of the Rio Grande do Norte of 1957. The temporal cut from 1957 to 1961, the initial year, to the institutionalization of the Educational Centers of Primary Teaching of the RN and final year, is assigned to the changes of the institution, respectively. This research of qualitative approach is inserted in the dimension of Social History, based on Jean François Sirinelli (2003) and Michel Certeau (1998) and dialogues with the ideas and educational practices of Anísio Teixeira, especially the school planning issues for training of primary school teachers; in the field of the History of Educational Institutions, Demerval Saviani (2008) and Justino Pereira de Magalhães (2004), seeking a perspective of historical reconstitution; authors such as António Viñao Frago (2001) and Giulio Carlos Argan (1984) allowed the association of aspects of school space with the plastic language. As for the primary sources of documentary research, publications produced from Anísio Teixeira's documental information and administrative reports of its public management are used; government messages; relevant legislation and graphic materials (projects and photographs) of the investigated institution collected in archives, public; reports of the architect Moacyr Gomes da Costa, designer of the institution, in interviews conducted by the author. In the bibliographical research, it is used to the historiographic studies of the Brazilian Education arranged in the literary and academic production. The results indicate the construction of the pedagogical ideas of Anísio Teixeira, in the context of reconstruction of Brazilian education, and the materiality of these ideas strategically established in networks of sociabilities, as defined by Sirinelli (2003). In the case of the CEFMPC, the participation of the architect is also evidenced as part of a network of sociability. With regard to the spatial organization of teacher education institutions in Brazil, from the end of the nineteenth century to the first six decades of the twentieth century, in particular the Potiguares, there is a sharing of spaces and integration of educational institutions. It is concluded that the pedagogical ideas of Anísio as notions of planning, rationality and integration of the school space are present in the architecture of the CEFMPC, both in spatial organization and in the plastic language (modernist style). In addition, this work evidences the significant importance of the edification analyzed as a Basic Education institution for the region of Seridó and the State of Rio Grande do Norte.