O Colégio Triângulo Mineiro e o ensino secundário em Uberaba (MG) entre 1940 e 1960

• Ano de defesa: 2015
• Autor(a) principal: Soares, Edilene Alexandra Leal
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: História da educação; Instituições escolares; Ensino Secundário; Educação - História - 1940-1960; Colégio Triângulo Mineiro - Uberaba-MG - História; Ensino médio - Uberaba-MG - História; History of the education; School institutions; Secondary teaching; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/14024; https://doi.org/10.14393/ufu.di.2015.394

This research is linked to the History and Historiography of the Education Line and it has the objective of investigating the creation and installation process of Colégio Triângulo Mineiro, a school located in Uberaba-MG, and identifying some pedagogic practices lived in the institution. This is a private establishment, founded in the 1940s by Mário de Ascenção Palmério, a teacher. The institution - that was known as Liceu Triângulo Mineiro - began its activities offering admission courses, madureza (a test to check the students intellectual ability), preparatory, Kindergarten and primary school and, in 1941, it requested previous verification for the offer of the 1st Cycle of the Secondary Teaching Middle School. On April 9, 1943, the preliminary inspection was granted and it received the denomination of Ginásio Triângulo Mineiro, but, only on October 7, 1946, it obtained the recognition of the Middle school. On January 27, 1947, it got authorization to work as school. At first, the founder said that the establishment had been created to assist to the least favored people, however, the problem pointed out in this research shows a contradiction: in the years that it was founded, Colégio Triângulo Mineiro implanted the 1st and 2nd Cycle of the Secondary Teaching, teaching levels destined to a minority. How did the institution get to offer those two cycles to a \"less favored\" population, once the secondary teaching, in that context, was destined to a few ones? To investigate that problem, the temporary cutting delimited for the study was from 1940 to 1960. The methodological procedures used include the consultation and analysis of local newspapers, documents of the Center of Documentation Mário Palmério and Regional Superintendency of Teaching, besides other materials corresponding to the delimited period. Starting from those sources and using theoretical referenciais like Nosella and Buffa (2009); Magalhães (1998; 1999; 2004); Nunes (2000); Silva (1969) and others gone back to the analysis of the school institutions and the secondary teaching, it had the attempt to understand dialectically the political, economical, social and cultural relationships that interfere in the education subjects. Special attention was given to understand how Colégio Triângulo Mineiro, presenting secondary teaching in a period in that it was destined to the minority, got to assist \"the least favored people\". It was verified that the effective education legislation, mainly the Ordinance-law no. 7.637 of June 12, 1945 and the one of no. 7.795 of July 30 of the same year, as well as the Entrance no. 583 of October 27, 1948 corroborated for the entrance of the lower social class people in the secondary teaching. It was concluded that, among 1942 to 1956, Colégio Triângulo Mineiro obtained a significant number of enrolled students in the 1st Cycle of the Secondary Teaching middle school. The importance was due to the teachers and students moral conduct and discipline; it was evidenced that there was little rotation of teachers and that they taught more than a discipline, they played essential part for the construction of the educational identity and they stood out in civic and sporting events for the society.