O Brasil moderno e a educação para o trabalho em Cuiabá: a Escola de Aprendizes Artífices de Mato Grosso (1909-1942)

• Autor(a) principal: Figueiredo, Túlio Marcel Rufino de Vasconcelos
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000009s8f
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/7733
• topic: Educação para o trabalho; Modernização brasileira; Escola de Aprendizes Artífices de Mato Grosso; CIENCIAS HUMANAS::EDUCACAO

Inserted in the research of Foundations of Educational Processes, this dissertation aimed to investigate the educational project destined to train for the work in Cuiabá, in the first half of last century. The modernization processes instituted by the State and the Brazilian elite, which translated into possibilities of industrialization, urbanization and civilization of the country in the period of analysis were used as reference. These elements ran up against the inheritance of a slave country, a rural economy whose population was almost entirely illiterate. Based on the studies of Florestan Fernandes on the bourgeois revolution in Brazil, the research analyzed the economic, political and social processes of the constitutive fabric of Brazilian modernity, which established in base of the dependent capitalism. It observed that these processes converged to an education project, especially the one that would form the work force, which materialized in the federal network of schools of arts and crafts. In this context, the School of Craftsmen Apprentices of Mato Grosso (EAAMT) was set up in Cuiabá in 1909 to train young Mato Grosso to practice specific professions. It is a qualitative research, of historical and documentary nature, that counted on the analysis of official sources, sources of the analyzed institution and the literature on the school until then produced. It was verified that the EAAMT developed as an expression of the ideals of "Modern Brazil", in the perspective of a formative project that was guided by the social standards and moral principles predetermined by the instances of power. To this educational process, rational, practical and useful activities were articulated to modernity, which promoted the subordination of the workers to the new economic relations, which demanded efforts to live from their work force.