Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945)

Abstract

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.