Ensino de história da educação nas universidades estaduais do Paraná: institucionalização, saberes e agentes (1962-1998)

Abstract

Considering the subject The History of Education under the circumstances and in the experience of education a question arises What is this history? a trigger which gave birth to the proposal of the research carried out in the doctorate in education. The arrangement of subjects was analyzed, considering the circumstances in the composition of professor s formation curriculum.A selection of guide-questions was created, such as: How has The History of Education become part of school knowledge? Which references have implied in its composition? How has the subject been developed? What kind of procedures have been favored in its development?Which subjects have been responsible for their offer?The problem in the historical construction of the subject The History of Education has defined the architecture of the theses, which considered the particular experience of the organization of the subject The History of Education in Londrina State University, from 1962 to 1998, considered as a reference for a local and general analysis of this device in the field of the History of Education.The web woven in this research entwines with reflections and debates about this topic in the local and national context. As a key to the analysis of the problem a triple dimension was used: institutional dimension, subject dimensions and the dimension of knowledge. This key was configured as a methodological resource, understanding that such dimensions are not found separately but are implicated, forming the historical web to be considered and questioned, integrated in an interdependent net.The particular investigation of each dimension aimed to facilitate the treatment of series of documents and the analysis of selected speeches and sources. At the same time it made possible the treatment of articulations, regularities and variations within the established period.When put in relation, it was possible to outline the constitution of professor formation as an institutional challenge, the local solutions and mainly the way the process of creation of subjects in the History of Education in the context of the project in analysis, considering the genealogy of knowledge itself and the solutions marked by institutional configurations and the selection of professors who taught the subject in very specific situations. The series of documents organized in a consistent series, from which relations were able to be determined, was constituted from the historical experience represented, in other words, registered. The work was carried out considering Serial History, organized and inserted over time under the circumstances of the documents foundand selected. The series was constituted of programs and class diaries from UEL, UEPG and UEM, professor s testimonies, institutional registers and documents, textbooks, course catalogues, curriculum proposals and academic papers.During the approximation of the questions presented, a narrative web was woven in a group of four chapters. This study focused on a problem still bordering the field of the history of education, the teaching of the History of Education. The analysis of series of documents pointed to a web of relations woven in the configuration of the subject HE: with international experience(Europe and The United States) with the elaboration of a bibliography in the area, with academic circles and of professor formation showing the relation between tradition and the exercise of creating ways, insertions and content of the History of Education being taught. This way, by analyzing the institutional apparatus, the order of knowledge that establishes the history of education and the way certain professors conducted the subject, there was investment inthe study of the history of education visualizing elements whose legitimacy and importance has not yet been accredited.