A ESCOLA NOVA NO PARANÁ: AVANÇOS E CONTRADIÇÕES

• Main Authors: Maria Elisabeth Blanck Miguel, Alboni Marisa Dudeque Pianovski Vieira
• Format: Article
• Language: English
• Published: Editora Universitária Champagnat - PUCPRESS 2005-01-01
• Series: Revista Diálogo Educacional
• Online Access: http://www.redalyc.org/articulo.oa?id=189116241007

The subject that motivated this work referred to the influence of New School's Pedagogy in the formation of Paraná¿s teachers and to the rescue of aspects that were ignored or not sufficiently approached yet, but that could be important to explain the ¿enthusiasm for the education and the pedagogic optimism¿ (Nagle, 2001) of the period. The objectives referred: to the study of the manner how this conception was rendered in Paraná¿s educational ways and of the corresponding pedagogic actions; to the identification of teachers' formation under this education slope in the various levels of performance; and to the perception of the validity, still today, of beginnings, methodologies, techniques and forms of promoting the teacher-student relationship. The appeal to existent documental sources in the Public File of Paraná, in the Public Library, in the Institute of Education of Paraná, were initial steps to the approach of the theme. In the second stage of the work, when it was verified how courses of Pedagogy were influenced by New School¿s slope, the existent documents at University of Paraná and at Faculdade Católica were investigated. The analysis of the collected information was sustained in authors such as Azevedo (1996), Lourenço Filho (1953), (1963); Pestalozzi (1928), Decroly (1929). Brazil¿s and Paraná¿s education legislation were also evoked. From the interviewed teachers¿ speech analysis appeared categories that,compared to data obtained in the documental sources, pointed to results that made possible discussing the conception of New School just as it accommodated itself in Paraná. However, the research in Pedagogy courses, that should, a priori, confirm the orientations given in teacher formation courses in medium and primary level, did not confirm such hypothesis. In short, it was concluded that the New School Pedagogy, in Paraná, suffered transformations that were dictated, not only by international and national politics, but also by the school culture that adapted it according to the needs of the way; many times, school practices were innovative, but took place on a social bedding conservative society, that limited its full implantation.