Tesis
Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945)
Fecha
2018-04-13Registro en:
SILVA, Luciana Vicência do Carmo de Assis e. Na cadência das águas, no ritmo da política: a escola pública rural no município de Poconé-MT (1930-1945). 2018. 198 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018.
Autor
Sá, Elizabeth Figueiredo de
http://lattes.cnpq.br/1975779880933099
Sá, Elizabeth Figueiredo de
914.793.207-49
http://lattes.cnpq.br/1975779880933099
Amâncio, Lázara Nanci de Barros
687.440.568-34
http://lattes.cnpq.br/5217828534180561
914.793.207-49
Ferreira, Márcia dos Santos
108.355.108-67
http://lattes.cnpq.br/1823864094040331
Carvalho, Carlos Henrique de
560.763.126-53
http://lattes.cnpq.br/7463702480768930
Cunha, Maria Teresa Santos
077.739.009-49
http://lattes.cnpq.br/1895532605964830
Institución
Resumen
The main objective of this thesis is to perceive through the vestiges (or materialization), the
rural school’s representation which impelled and influenced the installations and location
removal of the schools and pedagogical practices in Poconé during the period of 1930 to
1945. This investigation is inserted in the project O Estado Novo e a educação em Mato
Grosso, developed by GEM – Research Group in Education History and Memory, in which
the focus of the project is the Vargas Era (1930 – 1945) and it aims to extend the temporal
period of the group investigations that until this moment were concentrated in the Empire and
First Republic periods. Look to Poconé city means to reveal ignored specifity and observe the
historical processes that were not unanimous neither homogeneous. The methodology, the
historical approach, gave emphasis to the found, reunion, selection and analysis of the
documenting sources filled with historical events which were mediated by human actions.
The sources are composed by laws, decrees, regulations, presidential message to the
Legislative Assembly, messages to the interveners, reports to directors of the Public Instrution
Institution and from school’s inspectors, and newspapers from this historical moment which
were found in the databases of the GEM; in the Mato Grosso Public Archive and in the Center
of Regional Documentation and Information. In the movement to reveal and comprehend the
dynamics and singular specifities, several time ignored, it was needed to listen to the social
actors, which evidenced other perspective of the history that most of the time were not
recorded in the documents, were not revealed or were silenced, and it configured the tension
movements, the struggles, the reflective process, the feelings, the power contest, the current
representation of the rural childhood schooling in Poconé. To spin the investigation, the
theoretical and methodological references of the History of the school institutions were built
according to Magalhães (2004) and Sanfelice (2007; 2008) and the analysis of the sources
was based in Roger Chartier (1990) texts which are rich in terms of the representations
concept, based in the Cultural History tenets. The analysis allowed to perceive that the rural
schools of Mato Grosso, pushed aside (DEMARTINI, 2011) in the state educational politics,
were also synonym of the current representation of the subjects involved – governing people,
educational professionals – in it’s trajectory. In front of the multiplicity of daily practice built
in the inner part of the schools and in the location of the social actors, the current
representation emerged over the Poconé rural schools between the social actors: in one hand,
the well prepared rural school, in which the professor dominates the knowledge to teach, and
is a symbol of the learning place, and in the other hand the simplistic school, with no
pedagogical material, apathetic professor and with no important results. The intersection
between the sources and the analysis allowed to reaffirm that in the rhythm of the politics and
in the water cadence, the Poconé/MT rural schools were a result of the current
representations of the politic power, of the community and of the professionals involved in
it’s installations, functioning and pedagogical practices, reaffirming the initial thesis proposal.