O Mobral no antigo norte goiano: memórias de professoras (1970-1985)

Abstract

This work sought to record the actions of the Brazilian Literacy Movement (Movimento Brasileiro de Alfabetização - Mobral) in the former north of Goiás in the 1970-1985 decade, based on the memories of the teachers who taught in the Movement. To this end, we used the methodology of bibliographic and documentary research in relation to Mobral, mediated by the perspective of Oral History, based on the memories of former literacy teachers at Mobral, whose daily experiences, for a long time disregarded, are now understood as an essential part of the construction of the historical memory of Mobral. The research is based on Mobral's political and philosophical foundations, analyzing the conceptions of literacy of young people and adults that were spread through the History of Education in Brazil. The methodology used privileges Oral History, in line with the precepts of Paul Thompson (1992) who highlights the importance of giving voice to actors who are often marginalized by traditional historiography, and Ecléa Bosi (1994) who values memory as a space of resistance and preservation of subjective experiences. In this way, the teachers' narratives are consolidated as an important testimony, both for the preservation of social memory and for the critical understanding of the impacts and limitations of a public policy that aimed to educate young people and adults in the former north of Goiás. Based on the reflections of Thompson and Bosi, the study shows that the memory of these teachers is not just a repository of facts, but a dynamic field where subjectivities and meanings are articulated. This analysis made it possible to understand that Mobral was an educational proposal aimed at adult literacy, with characteristics linked to the political and social context of its time. The representations presented in their campaigns played a significant role in consolidating a memory that, in a way, legitimized the supposed successes of the civil-military dictatorship, largely due to the vast propaganda movement disseminated through various kinds of media. Oral and visual sources allowed new reflections in relation to the place – the former north of Goiás. This made it possible to understand that the positive memories revealed in the speeches of the teachers who worked at Mobral, as well as the supervisors (interviewed) who expressed a deep feeling of gratitude for their participation in the program, highlighted the importance of this movement in the lives of those who took part. These particularities stand out as Mobral still remains alive in the collective memory, especially among those who were involved in its literacy actions and cultural initiatives. The Movement, even extinct, remains a significant milestone for many, reaffirming its lasting impact on the country's educational and cultural trajectory.