123 itself to any strict methodology formulae, it seeks to lay its teaching activity on the foundation provided by the latest, well-grounded dictates of child and adolescent psychology, which leads it to escape the routine and adapt the greatest achievements of modern pedagogy to our environment and our cultural needs.” The advanced educational work was described in one of the Colégio’s advertising materials as follows: “As students are required to make an effort compatible with their age and psychophysiological conditions, their particular aptitudes are studied to which a convenient, well-structured work is sought to adapt. According to the Colégio’s methodology, no one is forced to give more than its own capacity, but, in fact, led to give that much one really can.” With a group of renowned teachers and an innovative plan, Liceu Nacional Rio Branco grew rapidly and, most importantly, became a reference in teaching in São Paulo. It remained so even when Savério met an early death in 1930, leaving a deep sense of loss. From his example, and with the structure he had set up, the Colégio continued on its path of success, without changing any of its guiding principles. Having as credentials his experience as a teacher and, in particular, the teaching reform he had undertaken as director at the São Paulo State Department of Public Education, Antônio de Sampaio Dória took over as principal. Making reference to that reform, which was led by Sampaio Dória, it is important to highlight the connection Rio Branco had with the teaching modernization movement that existed in the early decades of the 20th century. Researcher Valéria Antonia Medeiros, in her doctoral thesis presented to the São Paulo Catholic Pontifical University, points out that the Colégio was an “application laboratory” of sorts for proposals its founders had learned about in previous years, and that was one of the primary reasons for its success. “At Liceu Nacional Rio Branco, Sampaio Dória, Lourenço Filho and Almeida Junior, particularly, carried out a project —tangibly, routinely— to establish a modern pedagogy that had been advocated years before, on several occasions, in discussions in which they took part. The intellectual and professional trajectories of the Colégio’s founders, as well as the standard of organization they had in place, justified the joining in of both their friends and a section of the political and economic elite of the state of São Paulo, whose trust in the institution contributed a lot to keeping it on the list of most important private educational institutions in São Paulo.” One of the aspects in which the Colégio’s innovative posture manifested itself was career guidance —the Colégio was one of its heralds in Brazil. Likewise, its secular nature bolstered that position, as shown in the 1930 prospectus: “Liceu Rio Branco respects the beliefs of its students, whatever they may be, facilitating their religious practices. However, in no event shall it allow any discussion on the subject to take place or any sect to be advertised on the premises.” The courses initially offered comprised primary and secondary school, with students falling into three categories: boarders, semi-boarders, and day students. It wasn’t long before the Trade School and the Normal School came along. The curriculum was varied and included numerous disciplines, some of which taught on an additional basis. That extensive program comprised, for example, arts, languages – which included French, English, German, Greek and Latin, besides Portuguese –and literature (music, drawing, painting, recitation, reading), and activities like typing, stenography and others. Those ideas which would be gathered together later on in the “Manifesto by the Pioneers of the New Education” (Manifesto dos Pioneiros da Educação Nova), from 1932, were already present at Rio Branco, which had in Lourenço Filho and Almeida Junior two enthusiasts for the principles of that pedagogical approach. Known as “New School” (Escola Nova), that movement began to renew education in Brazil in the 1930s. It advocated, amongst other things, a more modern view of the way children learn, based on action and experimentation, and the training of more critical minds, contrasting with the then-prevailing formalism of teaching. Those principles, particularly in primary school, were an important point of difference at the institution, setting it apart according to its 1930 prospectus: “To the fullest extent allowed by the circumstances, the most modern teaching processes are used, which are those of the Active School system, in which Colégio Rio Branco is a pioneer in São Paulo. The secret of such processes lies in getting the most out of the children’s natural interests, leading them to observe, make associations and express themselves, all so as to be able to derive the best educational advantage from their work. The tedious and harmful work of verbalistic learning, as well as the use of sterile decorations are avoided.” In secondary school, there wasn’t so much room for innovation and experimentation on account of the legislation that governed the school level. Rio Branco would announce that it followed the official program of the high school Colégio Pedro II, in Rio de Janeiro, which was then the country’s primary reference in terms of quality education. However, as stated by researcher Valéria Medeiros, “the School principal’s office seems to also have adopted some of the typical elements of modern pedagogy in secondary school.” The elements to which she calls attention include preparation for social life,
Livro Comemorativo dos 70 anos da Fundação de Rotarianos de São Paulo - Uma história de ideias e ideais
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