Colégio Lins de Vasconcellos: fundamentos filosóficos, práticas pedagógicas e a cidade mirim - 1963 a 1998

Abstract

The present research intended to analyze the philosophical and pedagogical aspects that founded the pedagogical proposal of the Colégio Lins de Vasconcellos and subsidized the creation of the Cidade Mirim. The time frame was between 1963 and 1998, because the period extends from the inauguration of the institution in 1963 and the opening of the Cidade Mirim in 1969 until the lease of Colégio Lins de Vasconcellos to Opet Educational Group in 1998. About the researching on the history of school institutions, the methodological procedure began with a bibliographic survey to guide the collection of data that supported the survey and analysis of sources, which occurred in parallel with documentary research. The sources collected from the Federação Espírita do Paraná, Colégio Opet and former students of the Institutions received an analytical treatment for categorization and understanding of the object of study and subsequent registration of institutional history (BUFFA; NOSELLA, 2005). For the record of institutional history, based on the study of school institutions, an outline of the school’s detayled description was sought through five categories of analysis: historical context, school life (the developed educational and pedagogical practices), organization of times and spaces, knowledge (curriculum, methodologies and direction) and standards. (BUFFA; NOSELLA, 2008), which extended the construction of the chapters. In the study of the school institution, it was noted the remarkable presence of professor Ney Lobo in the elaboration of the pedagogical proposals that founded the school practices of Colégio Lins de Vasconcellos and Cidade Mirim, having the principles built on the Spiritist Philosophy of Education, Escolanovismo and in aspects related to Moral and Civic Education, which were the basis of their education. The research brings the aspects of planning, implementation and functioning of the Colégio Lins de Vasconcellos, initially placing the historical context in which they were established, as well as the pedagogical practices promoted by the institution aiming at the integral formation of the person, which came to meet of the principles of the Active School and Spiritist Philosophy of Education proposed by Ney Lobo and culminated in the implementation of the three-dimensional pedagogical method, in which three foundations were considered: activity, individualization and cooperation, which were foundations for an Active School, in which the student learns by doing , has respected his individuality and has the opportunity to cooperate in the development of other students. In this context, the implementation of Cidade Mirim was understood as a culmination of the application of the methodology of Colégio Lins de Vasconcellos, for being a pedagogical instrument in which students experienced daily life practices, enabling the anticipation of adult life and social responsibilities, through reflection on real problems and the solution of them for the good progress and harmony both in the mini city and in the School. Such practices were permeated by the principles of the Spiritist Doctrine and were part of the actions of the School, whose purpose was the “Evolution through Education”, with the aim of transforming the social environment through education, which is visibly present in the practices, methodology and instruments adopted by the school institution.