Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945)
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/1891 |
Resumo: | The main objective of this thesis is to perceive through the vestiges (or materialization), the rural school’s representation which impelled and influenced the installations and location removal of the schools and pedagogical practices in Poconé during the period of 1930 to 1945. This investigation is inserted in the project O Estado Novo e a educação em Mato Grosso, developed by GEM – Research Group in Education History and Memory, in which the focus of the project is the Vargas Era (1930 – 1945) and it aims to extend the temporal period of the group investigations that until this moment were concentrated in the Empire and First Republic periods. Look to Poconé city means to reveal ignored specifity and observe the historical processes that were not unanimous neither homogeneous. The methodology, the historical approach, gave emphasis to the found, reunion, selection and analysis of the documenting sources filled with historical events which were mediated by human actions. The sources are composed by laws, decrees, regulations, presidential message to the Legislative Assembly, messages to the interveners, reports to directors of the Public Instrution Institution and from school’s inspectors, and newspapers from this historical moment which were found in the databases of the GEM; in the Mato Grosso Public Archive and in the Center of Regional Documentation and Information. In the movement to reveal and comprehend the dynamics and singular specifities, several time ignored, it was needed to listen to the social actors, which evidenced other perspective of the history that most of the time were not recorded in the documents, were not revealed or were silenced, and it configured the tension movements, the struggles, the reflective process, the feelings, the power contest, the current representation of the rural childhood schooling in Poconé. To spin the investigation, the theoretical and methodological references of the History of the school institutions were built according to Magalhães (2004) and Sanfelice (2007; 2008) and the analysis of the sources was based in Roger Chartier (1990) texts which are rich in terms of the representations concept, based in the Cultural History tenets. The analysis allowed to perceive that the rural schools of Mato Grosso, pushed aside (DEMARTINI, 2011) in the state educational politics, were also synonym of the current representation of the subjects involved – governing people, educational professionals – in it’s trajectory. In front of the multiplicity of daily practice built in the inner part of the schools and in the location of the social actors, the current representation emerged over the Poconé rural schools between the social actors: in one hand, the well prepared rural school, in which the professor dominates the knowledge to teach, and is a symbol of the learning place, and in the other hand the simplistic school, with no pedagogical material, apathetic professor and with no important results. The intersection between the sources and the analysis allowed to reaffirm that in the rhythm of the politics and in the water cadence, the Poconé/MT rural schools were a result of the current representations of the politic power, of the community and of the professionals involved in it’s installations, functioning and pedagogical practices, reaffirming the initial thesis proposal. |
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Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945)História culturalHistória das instituiçõesEscolas isoladas ruraisCNPQ::CIENCIAS HUMANAS::EDUCACAOCultural historyHistory of the InstitutionsRural isolated schoolsThe main objective of this thesis is to perceive through the vestiges (or materialization), the rural school’s representation which impelled and influenced the installations and location removal of the schools and pedagogical practices in Poconé during the period of 1930 to 1945. This investigation is inserted in the project O Estado Novo e a educação em Mato Grosso, developed by GEM – Research Group in Education History and Memory, in which the focus of the project is the Vargas Era (1930 – 1945) and it aims to extend the temporal period of the group investigations that until this moment were concentrated in the Empire and First Republic periods. Look to Poconé city means to reveal ignored specifity and observe the historical processes that were not unanimous neither homogeneous. The methodology, the historical approach, gave emphasis to the found, reunion, selection and analysis of the documenting sources filled with historical events which were mediated by human actions. The sources are composed by laws, decrees, regulations, presidential message to the Legislative Assembly, messages to the interveners, reports to directors of the Public Instrution Institution and from school’s inspectors, and newspapers from this historical moment which were found in the databases of the GEM; in the Mato Grosso Public Archive and in the Center of Regional Documentation and Information. In the movement to reveal and comprehend the dynamics and singular specifities, several time ignored, it was needed to listen to the social actors, which evidenced other perspective of the history that most of the time were not recorded in the documents, were not revealed or were silenced, and it configured the tension movements, the struggles, the reflective process, the feelings, the power contest, the current representation of the rural childhood schooling in Poconé. To spin the investigation, the theoretical and methodological references of the History of the school institutions were built according to Magalhães (2004) and Sanfelice (2007; 2008) and the analysis of the sources was based in Roger Chartier (1990) texts which are rich in terms of the representations concept, based in the Cultural History tenets. The analysis allowed to perceive that the rural schools of Mato Grosso, pushed aside (DEMARTINI, 2011) in the state educational politics, were also synonym of the current representation of the subjects involved – governing people, educational professionals – in it’s trajectory. In front of the multiplicity of daily practice built in the inner part of the schools and in the location of the social actors, the current representation emerged over the Poconé rural schools between the social actors: in one hand, the well prepared rural school, in which the professor dominates the knowledge to teach, and is a symbol of the learning place, and in the other hand the simplistic school, with no pedagogical material, apathetic professor and with no important results. The intersection between the sources and the analysis allowed to reaffirm that in the rhythm of the politics and in the water cadence, the Poconé/MT rural schools were a result of the current representations of the politic power, of the community and of the professionals involved in it’s installations, functioning and pedagogical practices, reaffirming the initial thesis proposal.FAPEMATA presente tese tem como objetivo perceber, por meios dos vestígios (ou materializações), as representações de escolarização rural que impulsionaram e influenciaram as instalações e transferências de localidade das escolas e as práticas pedagógicas em Poconé no período de 1930 a 1945. Esta investigação insere-se no projeto O Estado Novo e a educação em Mato Grosso, em desenvolvimento pelo GEM - Grupo de Pesquisa História da Educação e Memória, tendo como foco a Era Vargas (1930-1945), visando ampliar o período temporal das investigações deste grupo de pesquisa que se concetraram até então no período do Império e da Primeira República. Voltar-se para o município de Poconé significa descortinar especificidades ignoradas e observar processos históricos que não foram unânimes e nem homogêneos. A metodologia, de abordagem histórica, deu ênfase à localização, reunião, seleção e análise de fontes documentais cheias de acontecimentos históricos mediados pelas ações dos homens. As fontes compostas por leis, decretos, regulamentos, mensagens presidenciais à Assembleia Legislativa, mensagens dos interventores, relatórios dos diretores da Instrução pública e dos inspetores escolares e jornais da época foram localizados na Base de Dados do GEM, no Arquivo Público de Mato Grosso e no Núcleo de Documentação e Informação Histórico Regional – NDHIR-UFMT. No movimento de revelar e compreender as especificidades dinâmicas e singulares, inúmeras vezes ignoradas, foi preciso ouvir os atores sociais, os quais evidenciaram outra perspectiva da história que muitas vezes os documentos impressos não imprimiram, não revelaram ou silenciaram, configurando-se nos movimentos de tensões, nas lutas, nas reflexões, nos sentimentos, nas disputas de poder, nas representações concorrentes da escolarização da infância rural pocoeana. Respaldou-se, para a tessitura desta investigação, no referencial teórico metodológico da história das instituições escolares conforme Magalhães (2004) e Sanfelice (2007; 2008) e a análise das fontes baseouse nos textos de Roger Chartier (1990) – rico em subsídios acerca dos conceitos de representações, ancorada nos pressupostos da História Cultural. As análises permitiram perceber que as escolas rurais de Mato Grosso, relegadas a segundo plano (DEMARTINI, 2011) nas políticas educacionais do estado, foram também sinônimos de representações concorrentes entre os sujeitos envolvidos – governantes, profissionais da educação – na trajetória delas. Diante da multiplicidade de práticas cotidianas construídas no interior das escolas e do lugar social dos envolvidos, representações concorrentes emergiram sobre a escola rural poconeana entre os atores sociais: de um lado, a escola rural bem preparada, do professor conhecedor dos saberes a serem ensinados, simbologia do espaço do aprender e, de outro, a escola da simplicidade, da ausência de material, da apatia professoral e de resultado insignificante. O cruzamento das fontes e as análises possibilitaram reafirmar que no ritmo da política e na cadência das águas, as escolas rurais de Poconé/MT foram resultantes de representações concorrentes do poder político, da comunidade e dos profissionais envolvidos em suas instalações, funcionamento e práticas pedagógicas, reafirmando, assim, a tese inicial proposta.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoSá, Elizabeth Figueiredo dehttp://lattes.cnpq.br/1975779880933099Sá, Elizabeth Figueiredo de914.793.207-49http://lattes.cnpq.br/1975779880933099Amâncio, Lázara Nanci de Barros687.440.568-34http://lattes.cnpq.br/5217828534180561914.793.207-49Ferreira, Márcia dos Santos108.355.108-67http://lattes.cnpq.br/1823864094040331Carvalho, Carlos Henrique de560.763.126-53http://lattes.cnpq.br/7463702480768930Cunha, Maria Teresa Santos077.739.009-49http://lattes.cnpq.br/1895532605964830Silva, Luciana Vicência do Carmo de Assis e2020-03-02T16:35:00Z2018-06-082020-03-02T16:35:00Z2018-04-13info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSILVA, Luciana Vicência do Carmo de Assis e. Na cadência das águas, no ritmo da política: a escola pública rural no município de Poconé-MT (1930-1945). 2018. 198 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018.http://ri.ufmt.br/handle/1/1891porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2020-03-04T07:02:11Zoai:localhost:1/1891Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2020-03-04T07:02:11Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945) |
title |
Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945) |
spellingShingle |
Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945) Silva, Luciana Vicência do Carmo de Assis e História cultural História das instituições Escolas isoladas rurais CNPQ::CIENCIAS HUMANAS::EDUCACAO Cultural history History of the Institutions Rural isolated schools |
title_short |
Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945) |
title_full |
Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945) |
title_fullStr |
Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945) |
title_full_unstemmed |
Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945) |
title_sort |
Na cadência das águas, no ritmo da política : a escola pública rural no município de Poconé-MT (1930-1945) |
author |
Silva, Luciana Vicência do Carmo de Assis e |
author_facet |
Silva, Luciana Vicência do Carmo de Assis e |
author_role |
author |
dc.contributor.none.fl_str_mv |
Sá, Elizabeth Figueiredo de http://lattes.cnpq.br/1975779880933099 Sá, Elizabeth Figueiredo de 914.793.207-49 http://lattes.cnpq.br/1975779880933099 Amâncio, Lázara Nanci de Barros 687.440.568-34 http://lattes.cnpq.br/5217828534180561 914.793.207-49 Ferreira, Márcia dos Santos 108.355.108-67 http://lattes.cnpq.br/1823864094040331 Carvalho, Carlos Henrique de 560.763.126-53 http://lattes.cnpq.br/7463702480768930 Cunha, Maria Teresa Santos 077.739.009-49 http://lattes.cnpq.br/1895532605964830 |
dc.contributor.author.fl_str_mv |
Silva, Luciana Vicência do Carmo de Assis e |
dc.subject.por.fl_str_mv |
História cultural História das instituições Escolas isoladas rurais CNPQ::CIENCIAS HUMANAS::EDUCACAO Cultural history History of the Institutions Rural isolated schools |
topic |
História cultural História das instituições Escolas isoladas rurais CNPQ::CIENCIAS HUMANAS::EDUCACAO Cultural history History of the Institutions Rural isolated schools |
description |
The main objective of this thesis is to perceive through the vestiges (or materialization), the rural school’s representation which impelled and influenced the installations and location removal of the schools and pedagogical practices in Poconé during the period of 1930 to 1945. This investigation is inserted in the project O Estado Novo e a educação em Mato Grosso, developed by GEM – Research Group in Education History and Memory, in which the focus of the project is the Vargas Era (1930 – 1945) and it aims to extend the temporal period of the group investigations that until this moment were concentrated in the Empire and First Republic periods. Look to Poconé city means to reveal ignored specifity and observe the historical processes that were not unanimous neither homogeneous. The methodology, the historical approach, gave emphasis to the found, reunion, selection and analysis of the documenting sources filled with historical events which were mediated by human actions. The sources are composed by laws, decrees, regulations, presidential message to the Legislative Assembly, messages to the interveners, reports to directors of the Public Instrution Institution and from school’s inspectors, and newspapers from this historical moment which were found in the databases of the GEM; in the Mato Grosso Public Archive and in the Center of Regional Documentation and Information. In the movement to reveal and comprehend the dynamics and singular specifities, several time ignored, it was needed to listen to the social actors, which evidenced other perspective of the history that most of the time were not recorded in the documents, were not revealed or were silenced, and it configured the tension movements, the struggles, the reflective process, the feelings, the power contest, the current representation of the rural childhood schooling in Poconé. To spin the investigation, the theoretical and methodological references of the History of the school institutions were built according to Magalhães (2004) and Sanfelice (2007; 2008) and the analysis of the sources was based in Roger Chartier (1990) texts which are rich in terms of the representations concept, based in the Cultural History tenets. The analysis allowed to perceive that the rural schools of Mato Grosso, pushed aside (DEMARTINI, 2011) in the state educational politics, were also synonym of the current representation of the subjects involved – governing people, educational professionals – in it’s trajectory. In front of the multiplicity of daily practice built in the inner part of the schools and in the location of the social actors, the current representation emerged over the Poconé rural schools between the social actors: in one hand, the well prepared rural school, in which the professor dominates the knowledge to teach, and is a symbol of the learning place, and in the other hand the simplistic school, with no pedagogical material, apathetic professor and with no important results. The intersection between the sources and the analysis allowed to reaffirm that in the rhythm of the politics and in the water cadence, the Poconé/MT rural schools were a result of the current representations of the politic power, of the community and of the professionals involved in it’s installations, functioning and pedagogical practices, reaffirming the initial thesis proposal. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-06-08 2018-04-13 2020-03-02T16:35:00Z 2020-03-02T16:35:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Luciana Vicência do Carmo de Assis e. Na cadência das águas, no ritmo da política: a escola pública rural no município de Poconé-MT (1930-1945). 2018. 198 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018. http://ri.ufmt.br/handle/1/1891 |
identifier_str_mv |
SILVA, Luciana Vicência do Carmo de Assis e. Na cadência das águas, no ritmo da política: a escola pública rural no município de Poconé-MT (1930-1945). 2018. 198 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018. |
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http://ri.ufmt.br/handle/1/1891 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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1804648502089744384 |