A história da identidade infantil no Amapá: narrativas de professoras que atuaram nos jardins de infância no período territorial da década de 1970 (1972-1980)

Abstract

This dissertation deals with the history of kindergartens in the context of Amapá, taking the period from 1972 to 1980 as a time frame. It presents as an initial reflection, the problem: what do the documentary sources and the teachers' pedagogical practices reveal, based on their narratives, about the identity of kindergartens in the 1970s, the territorial period of Amapá? Based on discussions by Ariès (2018), Cambi (1999), GOMES (2005), Kramer (1992, 2023), Kohan (2003), Kuhlmann Jr. (2013, 2020, 2021), Oliveira (2019), Oliveira-Formosinho (2006), Rosemberg (1992, 2003), among others, analyzes the concepts of childhood, child and education, institutionalized in the territorial context in the 1970s, , materialized in the teachers' daily pedagogical practices and in the normative and guiding documents that defined the child identity of the kindergartens in Amapá. This is qualitative research, supported by the methodology of Oral History, in line with what is proposed by Meihy, Holanda (2019) and Alberti (2013, 2004), with data analyzed in the light of the hermeneutic-dialectical approach, based on the prepositions by Minayo (2007, 2014). The data was collected from documentary sources and oral history interviews conducted with 04 teachers who developed their professional activities at the kindergarten “Meu Pé de Laranja Lima” and the kindergarten “O Pequeno Príncipe”, the empirical field of this research. The investigation pointed to important reflections around the theme in question, which allowed some considerations, highlighted by: the preschool model of a compensatory welfare nature, propagated from the 1970s onwards by the federal government and crossed by its militarist- technocrat project, imprinted marks on kindergartens in the territorial context of Amapá, since the lack of commitment from local governors, and the almost non-existence of specific legislation for the school education of young children, enabled the expansion of vacancies, but disregarded the necessary quality to this service; the territorial context of Amapá in the 1970s, characterized by being peaceful, calm, with collectivism and neighborhood relations marked by affection, a concrete reality experienced by children, imprinted significant marks on their ethnic belonging and their cultural codes, present mainly in games and in other interactions established with the people with whom they lived, in spaces that were common to them, such as home and school; the conceptions of childhood, child and education, institutionalized in the territorial context for kindergartens, do not always translate into the pedagogical practices implemented by the teachers, since, because they carry with them cultural, political and historical conditions, when they materialize in the school space , also characterized by its subjectivity, sometimes consider the child as a “participating being”, sometimes they consider it as a “being in participation”, an option that is sometimes explicit in the documents demanded in the period in question