(Sobre) vivências da fábrica à escola: memórias e registros de professoras do Rio Anil em São Luís- MA entre os anos de 1994 e 2018 à luz de um museu virtual educativo para pesquisa histórica

Abstract

The present study seeks to investigate the potential of the inclusion of Virtual Museums in the teaching/learning process, aiming to question the relationship between the life narratives of teachers with the historical process that took place in the old Fábrica do Rio Anil and the social and educational perspective developed in this transition period for IEMA Pleno Rio Anil. The research proposal is relevant, as questions were established with the aim of achieving the desired objective, among them, understanding the dimension of the life narratives of Rio Anil teachers as sources of historical research, thus identifying the transformations established from these experiences experienced at CINTRA from a socio-educational perspective, in addition to enriching the understanding of the dimension of these life narratives as a source of historical research. Can the virtual museum be used at school as a pedagogical instrument to aid the teaching-learning process? This approach is justified as a possibility for teaching reflection on pedagogical praxis, searching for alternatives that value collaborative and multidisciplinary work. The theoretical basis used in this research is based on the studies of Halbwachs (1990), Pollak (1989), Alberti (2012), Caldeira (1988), Delgado (2003), Itapary (1995), Levy (1996), Melo (1990), among others who will contribute to the basis of this study. Initially, sought to map the historical subjects, in the figure of teachers who participated in the educational process of the old CINTRA, in addition to carrying out the survey in newspapers, magazines, photographs and in the personal collection of these teachers, then a structured qualitative interview was carried out after mapping these professionals, seeking to analyze the importance of these social agents in this educational process. Longed for therefore, that the research presented here contributes to the debates that involve not only. the creation of virtual museums at school, but also the training of reflective professionals as a path to transforming teaching practice