República e escola primária: uma comparação da história da educação entre Maranhão, Minas Gerais e Mato Grosso (1889-1930)

• Ano de defesa: 2013
• Autor(a) principal: Both, Sérgio José
• Orientador(a): Araujo, Jose Carlos Souza
• Banca de defesa: Carvalho, Carlos Henrique de , Inácio Filho, Geraldo , Araújo, Marta Maria de , Nascimento, Maria Isabel Moura
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Escola primária; República; Mensagens de estado; Políticas públicas; Ensino primário Brasil; Ensino escolar - Brasil (1889-1930); Educação comparada Brasil
• Palavras-chave em Inglês: Primary school; Republic; Posts; State; Public policy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13646; https://doi.org/10.14393/ufu.te.2013.58

This work aims to analyze, in the republican period, the primary school, from the History of Education compared to, in the configuration educational policy Maranhão state, mining, and Mato Grosso, in the period from 1889 to 1930, by means of the messages of government and, still, the progress of educational reforms, the organization of primary education, developed in the three states - Maranhao, Minas Gerais and Mato Grosso - as well as educational policies triggered, in this period. The messages direct speech, the political change of executive power and the administrative procedure of the government, involving analysis, statistics, financial statements, conclamacion, appeals, descriptions, justifications, evaluations, explanation of the goals and aspirations of the political order and administrative. Many republicans were concerned, because the leadership was unsafe, however, the actions should be taken to generate the changes that the country needed to consolidate the values of the new system, for example, to reduce illiteracy rates, however bad agricultural conditions, low quality of labor, the lack of infrastructure, the precariousness of road network and the lack of schools. In Maranhão, in Minas Gerais and Mato Grosso, the school alone was the educational institution predominant, intended for primary education. However, this modality school for not presenting the qualitative results desired, was the target of criticism from various social segments. In smaller numbers, the school groups, considered educational institutions of quality, needed for its creation and maintenance of high investments soaking up the public coffers. The research also compares the differences of primary school graduate in the Republican Period, between the three states through the History of Education.The institutionalisation of primary school in their methods - isolated school, school gathered, school model and school group - occurred in the beginning of the Republic. The school groups particularly in relation to the primary school as public policy, aimed at the possibilities, the characteristics of public education and the involvement of the pedagogical practices in the process and intraescolar extraescolar. In republican discourse, there is a new ideology: the construction of school groups, such as school model or differentiated, with appearance of superiority. Were the innovative basis in primary education-brazilian school, together with the other arrangements, such as the school alone, hegemonic quantitatively, he primary education enabled perceive the relations between the republican politics and state, the diffusion and the modernisation of primary schools in three states - Maranhao, Minas Gerais and Mato Grosso. The governments they entailed the creation of better conditions for learning, at the same time in which exercised control of the subjects involved in the process. It proposed that the school groups, unlike the isolated schools were constructed and adapted to accommodate a larger number of children. The school groups emerged in the states as projects of public power state and the municipalities have contributed in the deployment of the modality of primary school.