Memórias da educação profissional e tecnológica no campus Salvador do Instituto Federal da Bahia: políticas para a preservação de um movimento histórico, cultural e contra-hegemônico

Abstract

This master’s dissertation, entitled Memories of Professional and Technological Education at the Salvador Campus of the Federal Institute of Bahia (IFBA): policies for the preservation of a historical, cultural, andcounter-hegemonic movement, aims to propose procedures and actions to improve the institutional policy for the appraisal, registration, classification, transfer, preservation, and dissemination of IFBA’s memory, based on the experience of the Salvador Campus. Specifically, the study reflects, from an Archival Science perspective, on documentary classification processes and the use of records retention and disposition schedules, as well as analyzes the knowledge of administrative staff and managers regarding these practices and how they perceive and address institutional memory. The research is grounded in Historical-Dialectical Materialism, drawing primarily on Marx, Engels, and Leite, and engaging in dialogue with critical approaches to Professional and Technological Education, particularly the contributions of Saviani, Frigotto, Ciavatta, Kuenzer, and Ramos. In the field of memory studies, the analysis incorporates authors such as Halbwachs, Le Goff, Pollak, Ricoeur, Assmann, and Pierre Nora. Archival Science provides the theoretical and methodological framework through the works of Bellotto, Paes, Schellenberg, Cook, Fonseca, Jardim, and Flores. Methodologically, the study combines bibliographical, documentary, and field research, enabling an articulation between theoretical foundations and concrete practices of institutional memory preservation. The findings reveal weaknesses in document organization, the lack of effective normative instruments, and the absence of an institutionalized archive at the Salvador Campus. The study also highlights insufficient institutional communication regarding records management policies and the need for systematic awareness-raising actions among staff members. Silences and omissions were identified, revealing tensions between hegemonic and counterhegemonic projects in the historical trajectory of the Salvador Campus. It is concluded that institutional memory, when understood as historical and cultural heritage, constitutes a fundamental instrument for identity affirmation, the strengthening of Professional and Technological Education, and the consolidation of counter-hegemonic practices. The study recommends the establishment of a physical archive, the effective implementation of the institution’s records management policy, staff training, and the creation of an institutional memory program at the Salvador Campus. Within this framework, an educational product was developed as an oral history instrument to record memories, knowledge, and the historical development of Professional and Technological Education at the campus