A narrativa feminina na experiência brasileira de formalização dos saberes em administração pública: uma análise das publicações da EBAP de 1954 a 1977

Abstract

The history of public administration studies does not show regularly, progressive or evolutionary, it shows an unstable trajectory, which is the insertion and maintenance of public administration education as formal education, with its own curricular matrix, were effects of a sequence of struggles and conflicts. involving the production of this knowledge in the Brazilian experience. Such elaborations in different stimuli, according to statistical contexts in the Brazilian regions, produce discrepancies as demanding as the offer of courses and analyzes, as well as in teaching in public administration. Explained: This territory or work objective was understood as the least ratified integrated flavors or the period of surgery and implementation of public administration courses in Brazil, and for these markers two main objectives: retell a possible version of the formalization of flavors in administration public, participating in the analysis of records of the Brazilian School of Public Administration (EBAP), published from 1954 to 1977, that is, throughout the production of public administration notebooks; explore how female narratives present their characteristics and contributions in the process of implementation of public administration education in Brazil. A trace of the collection of elements, with their fundamental tangential associations for the constitution of rationality that involves the period, with images, spaces, newspapers, architectures, aspects that compare this historical reassembly. One of the possible mosaics of the historical formations that supported the practices was then created, identifying apparitions that signaled the predominance of ratifications of knowledge in a pre-existing, imported model, supported by the justification of the weakness of Brazilian empiricism. This was intended to make a mapping, in which the female narrative emerged with records of other events, focusing on the field of doing, elaborating, or in other words, discovering experiences through multiple aspects. Specifically, the action of illuminating the female narrative, also raising the voice of Riva Bauzer, engendered the understanding that bodies and discourses were responding to the needs of the time and producing public administration education in Brazil through multiple authorship, through the integration of historical, administrative and educational fields. This route presented as an essential result the proof of the multiple present, through differentiated approaches and interests: social sensitivity, arts in various forms, ways of transmitting knowledge, and leisure spaces. Such manifestations, on the one hand, denounce a space of science more plural and closer to everyday life, that which produces meaning and carries the joy of significant tensions and clashes; on the other hand, they demonstrate the effectiveness of historical reassembly to recover existences that were always present but not always serving the designs of the prevailing powers at one time.