Do direito à educação da infância rural do município de Cuiabá – MT (1937-1945) : dos quintais aos bancos escolares

• Ano de defesa: 2018
• Autor(a) principal: Castro, Thalita Pavani Vargas de
• 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; Infância rural; Estado novo; Cuiabá; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Rural primary school; Rural childhood; New state
• Link de acesso: http://ri.ufmt.br/handle/1/1507

The historical period demarcated in this research begins in the period of New State in Mato Grosso (1937-1945), in which Getúlio Dornelles Vargas from one of his coups d'état, with the support of the conservative sectors of society and the military, established in fact a dictatorship in the country. Mato Grosso, during this period, was composed of his vast territory and the population shortage intensified the problems faced by the state and by his administrators in order to efficiently bring public services to the population of Mato Grosso. In education, there were a large number of isolated rural schools scattered throughout the state. Within this context the research has as general objective, to understand the struggles of representations of the right to rural childhood education in Cuiabá - MT in the Period of the New State. In addition to the specific objectives, aimed at: identifying and contextualizing public policies on the period of New State in Mato Grosso, regarding the right to rural childhood education in Cuiabá; analyze, through documentation, the representations of the right to education of rural children, located in the city of Cuiabá - Mato Grosso; and to analyze how the representations of the right to childhood education materialized in the Primary Rural Schools in Cuiabá - MT, considering their limits and their possibilities. The relevance of this research is anchored in the contributions to the history of Brazilian and Mato Grosso education, as this school modality was responsible, in this period, for the schooling of a large portion of the children population in Cuiabá. Thus, the object of this research is based on the representation of the right to primary education in rural areas in Cuiabá - MT (1937 to 1945). It is based on the perspective of Cultural History (CHARTIER, 1991), considering cultural and social expressions involving all lived experience. The methodological procedures are based on the qualitative analysis of historical approach, based on printed and handwritt en documentary sources, located in the Public Archive of Mato Grosso, in the Documentation and Regional Historical Information Center, in the collections of the Research Group History of Education and Memory - GEM of the Federal University of Mato Grosso. It was used the oral memory resource of the teachers who worked in rural primary education in the delimited period, published by other researchers. According to the reports of the Mato Grosso rulers and other documents analyzed, despite the fact that education appeared as one of the main concerns in their speeches, it was possible to identify that, due to the large number of isolated rural schools, especially in the capital, would be unfeasible in the economic aspect, to prepare all of sufficient material. There were several representations about the right to education for rural children and that these were divergent, being in continuous conflict, identified as competing representations (CHARTIER, 1991), from the different points of view of the rulers, teachers and even parents of students when they requested the opening of a school in a certain locality. The aim of this research is to understand the competing representations of the right to education, aimed at rural childhood in Cuiabá - MT.