História da educação do município de Santo Antônio de Leverger-MT (1930-1945) : vestígios das escolas primárias rurais

• Ano de defesa: 2025
• Autor(a) principal: Duarte, Francisca da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Escola primária rural; Era Vargas; História da educação; Santo Antônio de Leverger-MT; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Rural primary school; Vargas era; History of education
• Link de acesso: http://ri.ufmt.br/handle/1/7156

This dissertation seeks to understand the historical path of creation and establishment of rural primary education institutions created in Santo Antônio do Leverger between 1930 and 1945. This research is linked to the Postgraduate Program in Education at the Federal University of Mato Grosso (UFMT) and is part of the project that addresses the theme of the history of school institutions developed within the History of Education and Memory Research Group (GEM). This research invests in the History of Education limited to the state of Mato Grosso, with the municipality of Santo Antônio de Leverger as its restricted locus. The period covered is from 1930 to 1945, known as the Vargas Era, when Brazil was governed by a single president, Getúlio Dornelles Vargas, who presented education in the broad sense as a potential instrument of national progress. Thus, the focus of the research was based on the following question: How did the process of creation and establishment of rural primary school institutions in Santo Antônio de Leverger take place between 1930 and 1945? The central question arose with the aim of expanding the History of Education as a research locus, in a way that would enhance the unveiling of specificities through memories and representations in the educational context of the municipality. The research is based on the perspective of Cultural History (Chartier, 1990, 2011) through which we start from the assumption that the historiographical narrative is a representation based on traces (materializations) and from this we construct our historiographical narratives. This is a research based on the theoretical-methodological assumptions of qualitative research with a historical and documentary approach. The theoretical and methodological foundation of the history of school institutions is based on Magalhães (2004), Nosella; Buffa (2005, 2009) and Sanfelice (2007, 2008). The historical and documentary approach methodology consists of locating sources in the Public Archives of Mato Grosso (APMT), in the Collection of the History of Education and Memory Research Group (GEM/UFMT) and in the Center for Regional Historical Documentation and Information (NDHIR). The sources used were: newspapers, reports, messages, legislation, minutes, certificates, receipts, and memorial works. The research originated this dissertation, which is structured in three chapters: the first presents the historical context of Santo Antônio de Leverger, a municipality in the state of Mato Grosso, with its geographical aspects and its economy based on livestock and agriculture, where sugarcane cultivation enables processing in sugar mills installed on the banks of the Cuiabá River, which were in operation during the historical period of the research. The second chapter presents the categories of primary schools created and established in the research site. The third chapter addresses the materializations (traces) of the isolated rural schools created in Santo Antônio de Leverger between 1930 and 1945, which provided schooling for a large portion of the child population. The investigation allowed us to verify that between the years 1930 to 1945 the educational institutions created and installed in Santo Antônio de Leverger provided access to the child population with their specificities resulting from the geographic and sociocultural space in which they were located. However, the rural schools called isolated were the category of school that allowed greater access to schooling for the child population of the municipality.