Nos sertões do Centro-Oeste e Norte brasileiros : formação de professoras normalistas rurais em Mato Grosso e no território federal do Guaporé em Rondônia (1946-1963)

• Ano de defesa: 2022
• Autor(a) principal: Souza, Cleicinéia Oliveira de
• Tipo de documento: Tese
• 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: Formação de professoras rurais; Curso normal regional; Escola normal rural; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Training of rural teachers; Regional normal course; Rural normal school
• Link de acesso: http://ri.ufmt.br/handle/1/4321

The object of this research is the training of rural normalist teachers in the state of Mato Grosso and the federal territory of Guaporé in Rondônia from 1946 to 1963. The study begins with the enactment of the Decree-Law 8.530 on January 2nd, 1946, known as the Organic Law of Normal Education – which modified the organization of Brazilian normal education – and ended in 1963 when the National Campaign for Rural Education (CNER) ended due to the Decree 51,867, from March 26th, 1963. This Decree extinguished different campaigns financed by the federal government, including the National Campaign for Rural Education, which offered and promoted training for rural teachers. The objective was to investigate the training of rural normalist teachers in Mato Grosso and the federal territory of Guaporé in Rondônia and to analyze norms, regulations, and reports from these schools in Brazil, as well as to analyze the reasons for the establishment of regional and rural normal schools in the Midwest and north of Brazil, specifically in the states of Mato Grosso and the federal territory of Guaporé in Rondônia. Sources for the research are school and institutional documents such as Internal Regulations, Laws, Decrees, Reports, Bulletins, messages from the presidents of Mato Grosso, messages from the Brazilian presidents, iconography, and the press. In the search for answers to the research question (how was the formation of normalist teachers in the Midwest and North of Brazil, specifically in the state of Mato Grosso and the federal territory of Guaporé in Rondônia ?), the sources were collected in the Historical Archive of the National Institute of Educational Studies and Research Anísio Teixeira (INEP), Public Archive of Mato Grosso, School Documentation Archive, Archive of the State Board of Education of Mato Grosso, General Archive of the State of Mato Grosso, Memory Institute of the Legislative Assembly of Mato Grosso, Archive of the Carmela Dutra Institute, Digital Newspaper Library, among others. Authors such as Lucien Febvre (1989), Michael de Certeau (1982), Antonie Prost (2019), Marc Bloch (2001), Jacques Le Goff (1990a, b), and Carlo Ginzburg (1989) contributed to historical writing, bringing foundations that allowed the analysis of documentary sources. The theoretical studies of Paolo Nosella and Ester Buffa (2009) and Justino Pereira de Magalhães (2004) brought the perspective of analysis of the educational institution and its structural, cultural, and material specificities. Rural education and the training of rural normalists found a foundation in the works of Manoel Bergström Lourenço Filho, Sud Mennucci, and in the publications of CNER journals. It was found that the federal and state governments invested minimally in the installation of rural normal schools to train rural teachers and that the training of rural teachers most of the time resulted from campaigns and light training almost always carried out in training centers or courses and normal schools during vacations and service. Rural teachers performed their activities with dedication in the communities in which they worked with the minimum of study they had. The students and the community resisted the difficulties that exist in the region, lack of transportation, schooling and health. It is noteworthy that rural education policies in the period followed the guidelines of international organizations, and CNER emerged with the purpose of promoting training and rapid training courses for rural teachers, with the intrinsic purpose of changing the habits and mores of the peasant population.