Tag Archives: teachers
The remembrance, history and school as heritage of the social memory of the village of Ponte de Lima.
Based on the understanding that the past and its memories add value to the present and is projected into the future, this work aims to reflect on remembrance, history and school as heritage of the social memory of the village of Ponte de Lima. Using a bibliographic and archival research, we verify the social and educational dynamics in the Village regarding events, spaces of memory and the elementary school. We also used some excerpts from narratives of the individual memory of the village and the school. The theoretical argument is based on the understanding that the village, events and celebrations, the public spaces and its school, compose the scenarios where the individual and collective memories are built. These memories make up the symbolic universe of a social identity, allowing the memories to be signed and resigned in a sociodynamic movement where the past is present in dialogue with the stories and memories of people and places.
https://www.researchgate.net/publication/352817737_A_RECORDACAO_A_HISTORIA_E_A_ESCOLA_COMO_PATRIMONIOS_DA_MEMORIA_SOCIAL_DA_VILA_DE_PONTE_DE_LIMA
Sociodynamic perspective of memory
Abstract
The historiography of education has increasingly used oral testimonies to understand school culture and the social microcosm of a school in its historical and social dynamics – as, through oral testimonies, past experiences can be evoked and resignified in the narrated present. This paper thus aims to explore oral testimonies of former Portuguese teachers about their memories of school during the Estado Novo using a set of semi-structured interviews conducted in 2017. These interviews explored teachers’ perceptions of their teaching career, childhood and the school’s historical, political and social context during the Estado Novo. The data were then clustered into “Individual accounts of professional experiences” and “Memories of childhood from Estado Novo”. Taking a sociodynamic perspective of memory, the analysis shows an ambivalent perception of the past with regard to the political, economic and social contexts. For example, although some perceptions were negative when talking about discipline in the classroom and the punishment of students, participants also pointed to the higher level of respect given to the teaching profession. These autobiographical memories show that oral testimonies allow a mental journey in time, combining assumptions of episodic memory with semantic and autobiographical memory as the experiences resignify the past in the present, revealing a sociodynamic perspective of memory.
Article published – Paedagogica Historica – https://doi.org/10.1080/00309230.2022.2065882