Grupo Escolar de Ribeirão Claro: reconstrução histórica no período de configuração da concepção pedagógica produtivista no Brasil (1969-2001)

• Ano de defesa: 2024
• Autor(a) principal: de Lima, Maria Antonia
• Orientador(a): Hayashi, Carlos Roberto Massao
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: História da educação; Instituições escolares; Grupo escolar; Ribeirão Claro (PR); Concepção pedagógica produtivista
• Palavras-chave em Inglês: History of education; School institutions; Primary school; Productivist pedagogical conception
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/19918

This work belongs to the field of the History of Education, being fitted in the thematic of the History of School Institutions and having the Marxist theoretical-methodological framework as epistemological guideline. It aimed to reconstruct the history of the Grupo Escolar de Ribeirão Claro, located in the state of Paraná, in the years from 1969 to 2001 – period in which, in Brazil, a productivist pedagogical conception was developed – constituting a continuation of a previous study on the same institution in the period from 1932 to 1969. In order to attain its objectives, the research undertook bibliographic and documentary analyses as well as used oral history to construct sources. In this way, primary and constructed sources were examined in parallel with the study of the historical and educational contexts of the considered society. Finally, efforts were made to highlight the school culture of the institution in the delimited period, which pointed out to your social goals and social sense. The main findings show that the quantitative expansion of the public school directly influenced the practice of the Grupo Escolar de Ribeirão Claro, just as the urbanization processes and the rural-to-urban migration affected the professional destiny of its students. In addition, the socioeconomic profile of the students changed and the effects of economic inequality was experienced in the school environment. Likewise, some indications of implementation of neoliberal policies of education in the institution was identified, such as the school autonomy and decentralization as well as the preparation of students for the job market.