As implicações da Lei n. 5.692/1971 no cenário educacional norte-rio-grandense (1971-1985)

Abstract

Law no. 5,692/1971, configured as part of the educational project of the civil-military dictatorship (1964-1985), established the guidelines and bases for primary and secondary education, highlighting the principles defended by military governments, based on the rationalization of school work and in secondary vocational education, principles that constituted the core of the reform proposed at the beginning of the 1970s, linked to the economic principles put into practice at the time. The publication of this legal provision brought changes to 1st and 2nd grade education in Rio Grande do Norte with regard to the physical, administrative, curricular and pedagogical structure of education. These changes practically eliminated the general training part of the high school curricula, mainly in the area of human sciences, and replaced them with subjects linked to the assumptions defended by the military, mainly linked to professionalization. Teaching was based on the technical pedagogical trend, in which teachers and students presented a passive stance in the teaching and learning process. Based on these considerations, the objective of this thesis is to analyze the implications of Law no. 5,692/1971 in the educational scenario of North Rio Grande do Sul during the period of the civil-military dictatorship (1971-1985). And to achieve the objective, I used as sources two printed newspapers that circulated during the period established for the research: newspaper A República (physical collection available at the Rio Grande do Norte Public Archive) and newspaper Diário de Natal (virtual collection available at the Library's Digital Hemeroteca Nacional), analyzed as records of the recent past of Brazilian history that addressed the implications made possible by Law n. 5,692/1971 in the educational scenario of Rio Grande do Norte, in addition to the official legislation regarding education in the space-time framework. To support the research, I used authors such as Barbosa (2007; 2019), Bittencourt (2004), Burke (2010), Certeau (2008), Costa (2022), Faria Filho (1998), Ghiraldelli Júnior (2009) as a theoretical-methodological contribution. , Julia (2001), Libâneo (2009), Martins; Luca (2018), Saviani (2015), Tardif (2014), among others. And based on the analysis carried out, it concluded that the idealization of a new educational model and its institutionalization based on a legal device, conveyed by the printed newspapers used as a source in this research, did not guarantee the implementation of the government's ideals in their entirety in schools, thus highlighting the gap between what educational legislation proposes and what actually takes place on the “school floor”. The implementation of the teaching reform depended not only on guidelines to be followed and which, in the case under analysis, were at the service of an anti-democratic project, which sought to restrict dissenting voices, but would imply the combination of several aspects concerning the implementation of the teaching practice that , as they were not considered in their entirety, contributed to the failure of the reform of primary and secondary education proposed by the military governments.