Cultura escolar: práticas e produção dos grupos escolares em Minas Gerais (1891 1918)

• Ano de defesa: 2004
• Autor(a) principal: Irlen Antonio Goncalves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Minas Gerais; Educação; Cultura escolar; Escolas publicas Aspectos sociais; Cotidiano escolar; Docência em formação, saberes pedagógicos; Práticas pedagógicas; Grupos escolares; Tempo escolar
• Link de acesso: http://hdl.handle.net/1843/FAEC-86PSJH

This work has the purpose of understanding the production process of primary schools in Minas Gerais, which was formed when the organization of the school model changed from isolated schools to the model with a group of schools. Since then, the research time was delimited between the last decade of the nineteenth century and the first decades of the twentieth century, from 1891 to 1918. Some concepts and notions in History contributed to mark the dialogue some documents that were analyzed. Some of these concepts and notions are highlighted such as strategy and tactics developed by Michel de Certeau and notions of school culture and scholarization developed by Viñao Frago, Dominique Julia and Faria Filho. The development of the research and the elaboration of the thesis enabled verifying distinguishing ways of production from school groups. And this is related to places where these institutions were organized and to the involvement of actors who actively participated in this production. In addition, it is possible to perceive that the school production was formed in a certain historical moment, in distinguished characteristics of the actors while representing, and especially, in appropriation, i.e. in distinguished ways that each one used lectures, rules, directions, several readings of regulations and literatures, which started spreading. Thus, we developed a study to understand distinguished ways of production of school groups through teo complementary readings: official speeches and directions which established the organization of the schools and the actors practices, however, were not considered as two situations independent from each other, but coordinated to the purposes they were proposed which was the school production.