Nilza Fernandes de Souza: tessituras de memórias de uma educadora de Mamanguape/PB (1954 – 1985)

Abstract

This study investigated the training trajectory, the professional and the contributions of the educator, secretary and manager Nilza Fernandes de Souza to the education of Mamanguape / PB, especially in what concerns the work developed in the Modern Institute, recognized school of the municipality. It is the unveiling of narratives and stories recalled and re-signified by the educator about their work in the ambit of this educational institution of Mamanguape. In order to do so, her professional career was investigated, constructed between the years of 1954 and 1985, period that includes the beginning of her professional work in the Modern Institute, until her retirement, although she remains acting as deputy director of the Institute even today. Delineated through the theoretical-methodological approach of the New Cultural History, linked to the third generation of the Annales, and guided by the premises of Oral History, this work examined the reminiscences of Nilza Fernandes through interviews that cover his family background, his initial formation and the activities developed within the Modern Institute, since she entered the institution as a junior high school student, her first job as a secretary and the development and consolidation of her professional career as a teacher. Thus, this biographical research (Auto) brings to light, through the memory of the educator, the historical context concerning the culture, economy, politics, society and education of Mamanguape and surroundings, making possible to understand a time through the configuration of the respective society analyzed. From the narratives of Nilza Fernandes' memoirs, we cover some paradigmatic changes that permeated the social and educational milieu during her performance, among them the coexistence with students, principals and families, changes in educational legislation, discipline and indiscipline, authority and authoritarianism, learning and non-learning, modes of evaluation, approval and reprobation, as well as beliefs, values and norms, using experience as a producer of meanings and meanings. We divide the research into three moments. Initially, we discussed how our meeting with the educator Nilza Fernandes, the admission to the master's degree and the constitution of the research occurred. Soon after, we discussed the origin of Nilza Fernandes and the beginning of her school education, which contributed to the perception of the social, economic and political context in which the educator was inserted. Finally, we cover her work and professional training at Instituto Moderno, in Mamanguape / PB, including her dedication to Paraíba education and the importance of giving historicity to her performance and contribution as an educator in the educational debate in Paraíba.