Luiz Ignácio Maranhão Filho: as sintonias entre as lutas de uma escola e as bandeiras do seu patrono
This dissertation analyzes the reason for the choice of Luiz Ignácio Maranhão Filho (1921-1974) as patron of a municipal school in the year of 1988. It has been observed that many students and teachers are unaware of the person after whom their school is named. It has also been detected that ther...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/57271 |
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| Resumo: | This dissertation analyzes the reason for the choice of Luiz Ignácio Maranhão Filho
(1921-1974) as patron of a municipal school in the year of 1988. It has been observed that
many students and teachers are unaware of the person after whom their school is named.
It has also been detected that there are rare investigations that focus on individual stories
of school patrons. This text discusses the life path of the character, with a focus on his
political and personal choices. His professional actions as a teacher and journalist are
addressed, as well as his involvement and activism in the Brazilian Communist Party
from 1940 to his disappearance “provided” by the military state in 1974. The militancy
activities he developed and the persecuting action of the state against him are presented
in this work. Possible connections between the patron and the school that honors his
history are investigated. The history of the Cidade Nova neighborhood is briefly told,
highlighting community struggles for public schools. An association is made between
Luiz Ignácio Maranhão Filho School's construction and local and national political
discussions from the 1980s. This dissertation analyzes how the character is constructed
in three different works, portrayed as an Atheist Saint (Heloneida Studart), a supporter of
the friendly relationship between the Church and Communists (Maria Conceição Góes),
and a conciliator always open to dialogue (Afonso Laurentino and Francisco Souza).
Defending the idea of curriculum as a culturally produced artifact, this dissertation argues
that history teaching can incorporate individual trajectories to facilitate historical
investigations. Annexed to the main text, there is a Didactical Kit about Luiz Maranhão
Filho to be used by professors and students in grade nine of middle school. Identification
of concepts and practices related to authoritarianism and democracy is this material's
guiding axis, both nationally and internationally. These concepts are exemplified through
the school’s patron's trajectory and the history of the surrounding neighborhood where
the institution is located. Theses, dissertations about the neighborhood, school, and Luiz
Maranhão Filho were used as sources. The decision to choose the character as the patron
of the school had two main reasons. Firstly, it was meant to show the executive's
commitment to democracy and opposition to the dictatorship that had persecuted many
democratic leaders. Secondly, it was an attempt to create a positive image of Luiz
Maranhão Filho among various political groups. |
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