| Popis: |
Comprehended between 1933 and 1974,Estado Novo[Portuguese for New State] comprises a dictatorship period in Portugal, mainly featured by Salazar, like it also happened with Franco duringFranquismoin Spain. This time is heavily marked by symbols and lessons, which served as core expressions of the regime. Memories of that time, expressed in the narratives, reflect individual and collective memories and narratives of teachers constitute a social-historical material and exceptional sources for understanding the context of school during the totalitarian regime in Portugal. The importance of these narratives relies on the fact that collective memory is the point of social and historical identity of the community members, as Halbwachs pointed out, and the need of those narratives to establish an individual memory according to the collective memory, as highlighted by Ricoeur. Through the exercise of memory, biographical events and social imaginary emerge in dialogue with the school culture and the identity of the teachers. As part of an ongoing investigation, this paper aims to present some reflections on: what the teachers’ memories tell us about the social in Portugal during Estado Novo what memoirs emerge when we evoke the memories from school time during Estado Novo in Portugal and and how narratives reflect the social perspectives in the individual and collective memories. Choosing a qualitative approach, content analysis is used to treat the data collected from interviews taken since 2019 with teachers fromEstado Novo(the case of one former teacher and one former student will be presented as example for this analysis for this paper), which permitted to establish a social historical scenario of students and teachers, emphasizing on challenges and difficulties of the school of this time, especially over the influence of political context of authoritarian regime over the behavior of teachers, students and families, as much of what is remembered consists on authority, economic difficulties, classroom iconography, textbooks and school routine. These narratives richly express the memories of teaching practice routines, students' routines, relationship between school, families and community, fragmented in different perspectives (educational, economic, political and social), but also expose a reconstruction of memory according to one’s current perceptions, allowing the observation of the school memory in a sociodynamic perspective. |
