Los retos de la historia oral en el siglo XXI: diversidades ...

Sesiones paralelas / Parallel sessionssity of Buenos Aires in 1957 and that this opening was made possible afterthe approval of the curriculum developed in 1956. The School was foundedin the late nineteenth century and was dedicated to teaching and researchin humanities, precisely in order to institute a disciplined know humanist.Consistent with that purpose, the proposed curriculum for psychology degree,considered in curriculum development, teacher training and academicdiscipline.From these descriptive data, the pretension of this proposal is the identificationof some key ideas about teaching, education and teaching experiences,which have endured and contributed to the understanding of professionalidentity of university professor in the psychology discipline.The methodological proposal of oral history will be replaced, throughtestimony, valuations, on the teaching, broadcast trainers to studentsof that time and the possible ways of incorporating the specific tasks atdifferent levels of education of university professors formed in the UBA.LARAIA, Marilda de Castro y DOMINGUES, Andrea SilvaEnseñanza y memoria: la educación de los jóvenes yadultos en la ciudad de Pouso Alegre – Minas Gerais,BrasilThis research aimed to understand the different meanings of speech and studentsplus also teachers of the Youth and Adult Education, the educational establishmentin the city of Pouso Alegre, in southern Minas Gerais. Methodologicallywork with the interviews through the technique of oral history, seekingthe life stories of each narrator, enabling us to understand the different memories,discourses and meanings about learning and teaching of the constitutionof the identity of social agents involved in this process. Importantly, it is fromthis documentary corpus we conducted a discourse analysis, considering allthe memories interpreted by our storytellers and spoken to this researcher isan ideological construction of reality, not reality itself. We further affirm thatthe definition of discursive formation implies a set of anonymous rules, historical,always determined in time and space, which defined in a given time andfor a given area social, economic, geographical or linguistic conditions of exerciseof the function enunciative. (Foucault, 1987, p. 136). The interviews wereconducted in the most relaxed as possible, in a casual conversation, withoutscripts of questions, through a dialogue loose statements, so that each respondentcould build his speech in a natural way without direct induction of theresearcher, thus preserving their experiences related to adult education. Thefact of working with oral histories, did not mean the exclusion of other sourcessuch as laws and decrees and educational courseware. From the interpretationof documentary corpus in particular discourses and memories producedby our narrators, these guys can really notice, within their cultural practices,imbued with values, customs and endless lessons learned over decades of lifeexperiences in the city.La presente investigación tiene como objetivo conocer el testimonio y susdiferentes sentidos, de los alumnos y profesores de enseñanza de jóvenes yadultos, en los lugares de enseñanza de la ciudad de Pouso Alegre, en el Surde Minas Gerais. Metodológicamente trabajamos con la realización de entrevistasa través de la técnica de la Historia Oral, buscando las historias de vidade cada narrador, posibilitándonos entender las diferentes memorias, discursosy sentidos sobre la enseñanza, el aprendizaje y la constitución de laidentidad de los agentes sociales involucrados en ese proceso. Es importanteresaltar que es a partir de ese corpus documental realizamos un Análisisdel Discurso, considerando que todas las memorias interpretadas por nuestrosnarradores habladas a ésta investigadora son una construcción ideológicade la realidad, e no la realidad en si. Afirmamos aún que la definiciónde formación discursiva implica un conjunto de reglas anónimas, históricas,siempre determinadas en el tiempo y en el espacio, que definieron, en unaépoca determinada y para un área social concreto, económica, geográfica olingüística las condiciones de ejercicio de la función enunciativa. (FOUCAULT,1987, p. 136). Las entrevistas fueron realizadas de la manera mas distendidaposible, en una charla informal, sin guiones de preguntas, a través deun dialogo libre, de testimonios, de forma que cada entrevistado pudieseconstruir su discurso de forma natural sin inducción directa del investigador,preservando así sus experiencias relacionadas el EJA. El hecho de que trabajásemoscon narraciones orales, no significó la exclusión de otras fuentescomo por ejemplo leyes y decretos y material didáctico pedagógico. A partirde la interpretación del corpus documental en especial de los discursos ymemorias producidos por nuestros narradores, podemos realmente notarestos sujetos, dentro de sus prácticas culturales, permeados de valores, costumbrese interminables conocimientos adquiridos a lo largo de décadas deexperiencias de vida en la ciudad.CRUZ, Edna Sousa y RAMOS, Dernival VenâncioIdentity and formation in the history of life of afro-Brazilian teachers of EnglishTheoretically speaking, the article is a space in which French discourse analysisand the theories on identity meet. The object of study is the discourse onidentity and formation detected in oral narratives of Afro-descendants women-teachers in the city of Imperatriz – Maranhão, Brazil. Throughout times,history has registered struggles of Brazilian Afro-descendants for breaking upwith with social exclusion and poor visibility. Despite the notable advances,there is still a long way to run, surely longer for the Afro-descendant women.Tangled up in a chauvinist society, everything is far more inaccessible for them:social ascension, education, and the right to speak about themselves. Nevertheless,many of them succeed in breaking through social barriers and becometeachers, ascend socially, and fight for life and formation projects. This investigationreads through their stories and analyzes their discourses about identityand formation. The Oral History is the methodology is the methodologyselected because, when it allows for traversing life reports, it views them asspaces catalyst of the world visions: discourses on identities, teaching representationsthat in fact orient those real individuals along their daily routine aswomen and teachers.Desde el punto de vista teórico, el trabajo se encuentra dentro del diálogo entreel análisis de discurso francesa y las teorías de la identidad, teniendo comoobyecto de estudio los discursos de identidad y formación en las narrativas devida de maestras ‘Negras de Lengua Inglesa en la ciudad de Imperatriz – Maranhão,Brasil. Al largo de la historia se ha registrado las luchas del negro en Brasilpor romper la invisibilidad y exclusión social que lo cerca. Mismo con los clarosavances, existe un largo camino a ser recorrido, todavía más largo para lamujer negra. Enredada en una sociedad machista y racista, para ella todo estámás inaccesible, la ascensión social, la educación, el derecho a decir de sobresí misma. Pero, muchas de ellas consiguen romper con las barreras socialesy logran a ser maestras, ascienden socialmente, luchan por sus proyectos devida y formación. Estes estudios, intentan recorrer sus narrativas y analizar susdiscursos sobre su identidad y formación. La metodología es la Historia oralde vida que fue escogida porque, al permitir recorrer relatos de vidas, los miracomo momentos catalizadores de visiones de mundo: discursos sobre identidades,representaciones sobre la docencia que de hecho orientan eses sujetossociales reales en sus acciones cotidianas como mujeres y maestras.Navarro Dias Barreto, Raylane Andreza y SANTOS, Maria Florencia“Black in colour and white in knowledge”: Memoriesof a Professor for a ProfessorThis article is the product of a survey of scientific initiative that encompassesa subproject of the umbrella project entitled: “Memory Oral of the SergipanEducation “ by Professor Dr. Raylane Andreza Dias Navarro Barreto. In this article,we were approached as an object of study, the biographical profiles tworetired teachers from the territory of the Sergipan Baixo São Francisco in orderto discuss the limits and possibilities in the schooling process, ways to educateand also the obstacles faced in their professional development. Therefore, weused the methodology of oral history through the interview technique, and usethe concepts of memory of Le Goff and strategies and tactics Certeau. Basedon these concepts, it was possible to analyze the interviews with both teachersespecially residing in the cities of Propriá and Cedro do São João they were: thePropriáense Teresa Brito Neto, was born in 1930 and beyond teacher also hadpolitical office in the city and cedreirense Zelia Maria de Sá Farias Nascimento,was born in 1936, and beyond teacher also was a school headmaster. Considermethods used in the process of schooling and literacy of the students whobecame teachers and the ways in which they educated proved important, becausethey allowed us to understand how the process of teaching the contentsof an era and an area marked by the small number of training schools teachersand lack of higher education occurred. What made ​us understand the relationshipbetween education and the limits imposed by the historical juncture oftime, the economic conditions of local residents and the limited opportunityto access the school.CAMPOS DARAHEM, GabrielaMemorias de funcionarios y profesores de EscuelasMunicipales de Educación Infantil (EMEIs): una contribuciónpara la historia de la educación de RibeirãoPreto - SP/Brasil. (Apoyo: CNPq y FAPESP)La educación infantil en Brasil es realizada en las guarderías (niños de 0 a 3años) y en las Escuelas Municipales de Educación Infantil (EMEIs - niños de 4a 5 años). Las EMEIs de algunas ciudades tienen orígen en los Parques Infan-63