Ensino militar é uma escolha ou um desafio? Escola Militar Tiradentes de Mato Grosso (1986-2017)

• Autor(a) principal: Santos, Junior Cézar Lopes dos
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/4379
• topic: Instituição de ensino; Ensino militar; Escola militar estadual; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educational institution; Military education; State military school

This research seeks to investigate the historical path of creation, implementation, and decentralization of Military Education Institutions, in Mato Grosso, in the period from 1986 to 2017. The investigation is documentary and falls within the perspective of studies of historical character. The relevance of the research on military education institutions, especially regarding the Tiradentes Military Police State School, is justified by the fact that it was the first school unit created and implemented in this period. We situate the temporal period as from 1986, the year of its creation, by Decree n. 2.364, of December 22nd, 1986 (MATO GROSSO, 1986), although it was inaugurated only in 1987. The research clipping ends in 2017, since, in that year, the decentralization of this school to the interior of Mato Grosso began, when Military Police teaching units were created, and other schools of the regular public network were transformed into state military schools. The general objective of the research was to investigate the historical path of military institutions in Mato Grosso. The specific goals were to analyze the norms that regulate and establish military education institutions, to research military education in Mato Grosso, and examine how education is organized and offered at the Tiradentes Military Police State School from 1986 to 2017. We seek to answer how military education was offered in Mato Grosso and in the Tiradentes Military Police State School. The sources for the research were: legislation, regulations, manuals, internal rules, newspapers, iconography, and military norms, which allowed us to establish the categories of analysis: historical context and the specific circumstances of the creation and installation of military education and its evolutionary process; school life; building; students; teachers and administrators; knowledge and disciplinary norms. The sources were collected in several archives, such as Tiradentes Military Police State School Archive, Mato Grosso Military Police Archive, Mato Grosso Public Archive, Memory Institute, State Education Secretariat, State Education Council, and Digital Archives available on institutional websites, among others. Authors such as Jacques Le Goff (1990), Paolo Nosella and Ester Buffa (2009), and José D'Assunção Barros (2008) enabled the understanding that, in order to carry out research in the History of Education, it is necessary to follow the paths of memory, delving into the labyrinths of the history of Mato Grosso. The theoretical studies of Michel de Certeau (1982), Carlo Ginzburg (1989), and Peter Burke (1990), among others, have shown that it is possible to investigate and analyze aspects of the daily life of an institution and find clues, signs that help us to compose a narrative about events that can be found in records, sources, and data, which we appropriate as a basis for our writing.