| dc.description.abstract | This thesis investigates the organization of the School of Agriculture of Barbacena, State of Minas Gerais, with regard to the educational policies implemented by the Ministry of Agriculture in light of its project of rural modernization from 1933 to 1964. This research historical period encompasses two alterations in the institutional organization related to the political propositions for agriculture teaching at that time: the shift in the Agriculture Learning for Schools of Agriculture in 1933, when it became a model to the education of agriculture instructors and, later, according to the Organic Law on Agricultural Education, promulgated in 1946, its promotion to Agrotechnical School, with expansion of its pedagogical function. The study of the institution operations meets the four aims of this research: discuss the actions directed to agriculture teaching implemented by the Ministry of Agriculture; describe the structuring process of the Agriculture School of Barbacena as a high school of agriculture; verify the shifting process to become Agrotechnical School in 1947 and its implications in the realm of developmental policies; and, eventually, understand the extensional policies of the institution in keeping with the extension actions in the Agriculture department. The sources used encompass mainly documents related to the school operations, legislation, ministry reports, newspapers and journals published at that time, besides former students interviews. For the development of this study, theoretical and conceptual studies were carried out in the field of Rural Sociology alongside studies in the realms of History and History of Education. The main concepts used were representation and political imaginary so that the constitution of an ideal on the Brazilian rural area could be precisely defined. In order to guide the references analysis, the theoretical methodological framework of Political History, History of Educational Institutions, and Oral History stood out. The research results show that agriculture teaching became key to the political and educational debate that aimed the enhancement of rural modernization elements, such as the adoption of modern techniques for increase in agriculture production and overcoming of the so-called underdevelopment of the rural area. From the perspective for agricultural education studied, one may assume that the school of Barbacena was highly selective and ended up deepening the inequality in professional school offer. Therefore, if, on the one hand the school became more elitist, on the other hand, it was necessary to leave the practical work activities aside and, thus, invest in theoretical teaching. | |
