Banca de DEFESA: ANA VILMA DE MEDEIROS PEREIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ANA VILMA DE MEDEIROS PEREIRA
DATE: 30/01/2026
TIME: 14:00
LOCAL: UFRN
TITLE:

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KEY WORDS:

PABAEE. American Pedagogy. Interiorization. Rio Grande do Norte

PAGES: 156
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This paper aims to analyze the power dynamics through the Brazilian-American Assistance Program for Elementary Education (PABAEE), resulting from the Cooperation Agreement signed between Brazil and the United States during the government of Juscelino Kubitschek, from 1956 to 1964, focusing on its institutionalization, implementation and internalization. Based on the general objective mentioned, it was possible to list the following specific objectives: a) to analyze the institutionalization of the Brazilian-American Assistance Program for Elementary Education, through the Elementary Education Agreements signed between Brazil and the United States, from 1956 to 1964; b) to discuss the implementation of the Brazilian-American Assistance Program for Elementary Education (PABAEE) based on the public resistance that emerged, from 1956 to 1958, in reports in the newspaper “O Semanário”; c) To investigate the internalization of PABAEE in Rio Grande do Norte, from 1959 to 1964, by qualifying and quantifying the participation of teachers in courses offered by the Program, as well as their performance in local education after this improvement. The thesis argued that PABAEE reflected an effort of technical cooperation and, at the same time, represented a way of exerting cultural and ideological influence. This initiative strengthened ties between the two countries and promoted the dissemination of American culture and values in the Brazilian educational context, regionally and locally. Through this Program, there was an imposition of the American educational vision as a standard to be followed, without considering the national cultural particularities and diversities, to the detriment of strengthening a genuinely Brazilian pedagogical approach, which was being developed by INEP. Within the scope of PABAEE, the training of teachers and the dissemination of teaching materials played a role in multiplying the American pedagogy throughout the country, even reaching more inland regions, such as Caicó and Mossoró, in Rio Grande do Norte. The dissemination of the American pedagogy in Rio Grande do Norte occurred, in large part, after the return of the teachers who had participated in the courses of the BrazilianAmerican Assistance Program for Elementary Education in 1959. These teachers were assigned to work in the Regional Education Inspectorates of Caicó, Mossoró and Natal, as established in specific state decrees. In these Regional Offices, the teachers played a training role with lay teachers (without a degree) until the end of the 1960s, disseminating and consolidating the American pedagogy and influencing the training of other educators in their respective locations. During these training processes, it is undeniable that the former scholarship recipients made use of the materials produced by PABAEE, disseminating American teaching methods. This finding is supported by the records of donations of several books from PABAEE, duly catalogued in the registration records of the Luzia Nobrega Library, of the former Colégio Normal de Caicó (Educational Center for Primary Teacher Training in Caicó). In this way, the knowledge and techniques aligned with American pedagogy acquired by Caicó teachers within the scope of PABAEE, both through the improvement courses and teaching materials, were disseminated to a large contingent of teachers. These, in turn, incorporated American pedagogical approaches into their own classrooms, triggering a multiplier effect that expanded the Program's influence and impacted a significant number of teachers and primary schools. Based on the research objectives, four (4) categories of analysis were defined, in accordance with Foucault (2023) and Franco and Araújo (2018): 1) power dynamics; 2) resistance; 3) capillarity of power; and, 4) internalization policies. The interpretation of the systematized data was conducted using the discourse analysis proposed by Foucault (1996). According to this author, discourse is not just a manifestation of ideas, it is a field of struggles, desires and powers that reveal the complex dynamics of society and the construction of knowledge. It is shaped by structures and norms that reflect relations of power and control, influencing its content, as well as who holds the power to speak, be heard and determine the truth, thus making it non-neutral. It was found that after completing the PABAEE courses, primary school teachers and principals from Rio Grande do Norte and Seridó became agents of multiplication of American pedagogy in the state, playing an active role in the dissemination of practices and approaches learned through their work in courses for teachers in training and in courses for in-service teachers.

 

COMMITTEE MEMBERS:
Externa ao Programa - 3144694 - ALINY DAYANY PEREIRA DE MEDEIROS PRANTO - nullPresidente - 2310142 - AZEMAR DOS SANTOS SOARES JUNIOR
Externa à Instituição - Francinaide de Lima Silva Nascimento - IFRN
Externa ao Programa - 3063485 - KATIA REGINA LOPES COSTA FREIRE - nullExterna à Instituição - SARA RAPHAELA MACHADO DE AMORIM - UERN
Externo à Instituição - VÂNIA CRISTINA DA SILVA - UEMS
Externo ao Programa - 3280986 - WALTER PINHEIRO BARBOSA JUNIOR - null