Políticas educacionais e curriculares para o exercício do ofício de mestre no Grupo Escolar Doutor Otávio Meira, no município de Benevides, estado do Pará (1965-1976)

Abstract

Analyzed the configuration of teacher craft in school groups during Brazilian military dictatorship period. As specific purposes: to verify the requirements put to the teacher exercise in public schools in Brazil during the military dictatorship; analyze the influence of the guidelines for the teacher craft in the curriculum policy proposal for the school in the period of the Brazilian military dictatorship; examine the educational policies proposed by the Government of Pará to the teacher craft and the curriculum of school in the 1965-1976 period; analyze the configuration of the ideas proposed for the teacher craft in the educational practices of the School Dr. Otavio Meira, in the city of Benevides, State of Pará. The historiographical method was adopted, with use of sources bibliographic, documentary and oral, using primary and secondary documents, focusing on the 1965-1976 period. The choice of the proposed timeline is due to the moment of transformation of the School Otavio Meira, at that time gathered school, school group, under the determination of the state of Pará government. The investigation is also composed of narratives of teachers who formed the School Group Dr. Otávio Meira during the foresaid period. Under what institutional requirements was exercised the teacher craft within the school groups in Brazil after the year 1964? What ways the profession of teacher requirements affected the curriculum policy of school groups in during the dictatorship? What public policies are designed by the governments of Pará in the face of the ideas proposed for the teacher craft and the curriculum of school groups in the period 1965-1976? How the idealized teacher profession managed the educational practices of intellectuals who occupied the teaching in the School Group Otávio Meira, in the city of Benevides, State of Para? Teacher craft is exercised by someone who dominates a specific knowledge, historical heritage, embodied in an action that cannot be done by people without proper qualification. So, the professional follows the teaching beyond the school, since he or she takes the educator image socially constructed, as well as the duties of their role in preparation and concerns that go beyond the school environment.