Eu quero saber mais, preciso saber mais, o Projeto Minerva está no ar: ensino supletivo de 1º Grau para além das ondas do rádio (1970-1979)

Abstract

During the military regime established in Brazil (1964-1985), the Minerva Project (1970-1989) was part of the government plan, broadcasting radio program nationally for educational and cultural purposes. Hence, the objective of the Thesis was to analyze the conceptions assumed by the Minerva Project in the period from 1970 to 1979, in which the preparatory courses of elementary school were elaborated and produced under the pedagogical coordination of the Educational Broadcasting Service (SRE), agency subordinated to the Ministry of Education and Culture (MEC). From 1980, this function was exercised by the Roberto Marinho Foundation (FRM), with the inclusion of the high school program and the adaptation of the elementary school, both with didactic material organized by the Foundation. Thus, we delimited as a time frame the period in which the 1st Grade course was transmitted exclusively by the radio (1970-1979) and under the guidance and pedagogical coordination of the public authorities (SRE/MEC). The adult education project used the expansion of classes, with reading of fascicles, meetings at radio stations and the mediation of monitors. Public and private radio stations maintained the required schedule from Minerva Project on fixed days and timetables, undertaking a strategy to reach thousands of participants in order to build an idea of connection, through the simultaneous and uniform way in the broadcasts of the classes. The hypothesis that guided the Thesis revolved around characterizing the Minerva Project as an imagined community, according to the concept of Benedict Anderson (2008). The author considers that a nation or a community is more than invented, it is imagined, it makes sense to the soul and constitutes itself as object of desires and projections for the subjects that compose it. Since the Minerva Project was the military regime's educational-informative-cultural program, it also meant a means of bringing the government closer to adults readers/listeners, in particular those who did not have primary educational certification. We consider, at the end of the research, that everyone who read the fascicles was permeated by ideas, visions, worldviews and/or doctrines of that particular group-author of public authorities. However, it does not mean that people could not take ownership and build other meanings beyond what it was aimed at the Project. As primary sources, fascicles of the elementary school for adult education of the Minerva Project - Phase II (1973-1979) were analyzed, with the perception of the intentions of the public authorities during the dictatorial period, in addition to newspapers, for instance: Jornal do Brasil, Jornal do Commercio, Correio da Manhã, O Fluminense, Jornal dos Esportes, Folha de São Paulo; and O Cruzeiro and Manchete. We can analyze documents generated from Seminars and Meetings, organized in the period demarcated by the study. Our theoretical-methodological framework includes authors, such as Ginzburg (1989, 2007), Chartier (1990), Revel (1998, 2010), Certeau (1998, 2020) and Anderson (2008).