O processo de legitimação do grupo escolar como instituição de saber: (Ouro Preto, Minas Gerais, 1900-1920)

• Ano de defesa: 2012
• Autor(a) principal: Juliana Goretti Aparecida Braga Viega
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Ouro Preto; Grupo escolar; Representação; História da Educação; Educação Historia; Ensino primário Ouro Preto (MG) Século XX
• Link de acesso: http://hdl.handle.net/1843/FAEC-8TMJJ9

How did the state primary school become a legitimate institution of knowledge? What factors influenced the production of a place or representations of it? The aim of the research that generated this dissertation was to seek evidence which would lead to answers to these questions. For this, the process of legitimation of Dom Pedro II State Primary School (Grupo Escolar Dom Pedro II), located in Ouro Preto, a historic city in Minas Gerais, was investigated. The research focused on the period between 1900 and 1920. The sources of data used were: school inspectors reports and terms of visit, school directors reports, official letters, several lists, minutes of students examinations, Minas Gerais legislation in the period of time investigated, Minas Gerais Chamber of Deputies annals, Ouro Preto Municipal Councils minutes, municipal newspapers issued at that time and two books on the former capital of Minas Gerais (i.e. Ouro Preto). The study was based on notions of representation, production of places and school culture. Analysis of data made it possible to conclude that the state primary school did not originate as a legitimate institution. Its importance was gradually increased, mainly through its relation with other primary schools, such as the independent teaching chairs. In Dom Pedro II State Primary Schools case, it was possible to ascertain that its legitimation process was marked by difficulties and obstacles, principally concerning the space occupied by the institution, time organization, material conditions, besides knowledge development and training for the world of work. Actions taken by people who were a part of that state primary school and discursive productions about them sometimes contributed to give it some eminence; in other occasions, they seemed to have a negative influence on representations made for it. The public rituals organized by the institution and others in which it participated also contributed to build a place for the state primary school, sometimes giving it a positive image in the urban setting, sometimes showing the problems and difficulties that it has faced.