A escolarização da infância em Mato Grosso e suas representações (1930-1945)

• Ano de defesa: 2021
• Autor(a) principal: Leite, Francine Suélen Assis
• 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: Escolarização da infância; Representações; Era Vargas; Mato Grosso; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Childhood education; Representations; It was Vargas
• Link de acesso: http://ri.ufmt.br/handle/1/3920

This dissertation focuses on childhood schooling in Mato Grosso, from 1930 to 1945. It is linked to the Postgraduate Program in Education at the Federal University of Mato Grosso (UFMT) and is part of the Childhood Education project in times of dictatorship (BrazilPortugal-Spain) conducted by the History of Education and Memory Research Group (GEM), coordinated by professor Dr. Elizabeth Figueiredo de Sá. Childhood is conceived in this study as a historical, cultural and social construction, through the relationships established in society. During the delimited period, Brazil was commanded by Getúlio Dorneles Vargas, who sought to associate the human being with the principles of work and society, whose training aimed to make the citizen useful to the country, to be part of the civilized and modern society that the government wanted. When researching about childhood during this period, it is proposed to give visibility to the social spaces of insertion and conformation of the historical experiences of being a child. In this sense, the central question that prompted the investigation was: What are the representations of the governors and intellectuals in Mato Grosso about childhood schooling in the period 1930-1945? The research question of this dissertation arose with the aim of further deepening the History of Childhood and its schooling that permeate the discourses in the state and in the city during the delimited period. The research is based on the perspective of Cultural History, which is developed to emphasize the permanent aspects of a given society, but always seeking to highlight the micro transformations of this same society and consider the various discourses for understanding reality and history and will be based on the theoretical-methodological assumptions of the qualitative method with a historical approach. The concept of representation will be used in the development of the research, from a dialogue with Roger Chartier (1990, 1991, 2011), it is possible to see that representations can shape reality, representations are imposed from the ideals of a given group. The sources used were: newspapers, periodicals, reports, messages, legislation, minutes, found in the Hemeroteca Digital, in the Public Archive of Mato Grosso (APMT) and in the Collection of the History of Education and Memory Research Group (GEM/UFMT), as well as such as the memorial works, which help to think about childhood culture in Mato Grosso. The text presented is divided into three chapters. The first presents a historical context of childhood and the daily life of children in Mato Grosso. The second chapter brings the path of consolidation of primary education in Mato Grosso, in addition to highlighting the creation and expansion of school institutions that served children in the state. Finally, the third chapter aims to address the competing representations of childhood materialized in the profile of school-age children for access to public schools and in the curriculum implemented for their training. Intellectuals formed by teachers, journalists, priests, doctors and politicians supported speeches and movements that aimed to change the habits and behaviors of Mato Grosso society. In this sense, between 1930 and 1945 institutions were created to care for and guide the behavior of children and their families. School institutions were the main targets for the propagation of what the government wanted, hygienist programs and expressions of love for the country, were intensely part of the school curriculum, as education was seen as a great tool to spread these principles. Furthermore, political authorities, in their speeches, expressed their yearnings for a civilized mass society prepared for work.