A escolarização da infância em Mato Grosso e suas representações (1930-1945)
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3920 |
Resumo: | This dissertation focuses on childhood schooling in Mato Grosso, from 1930 to 1945. It is linked to the Postgraduate Program in Education at the Federal University of Mato Grosso (UFMT) and is part of the Childhood Education project in times of dictatorship (BrazilPortugal-Spain) conducted by the History of Education and Memory Research Group (GEM), coordinated by professor Dr. Elizabeth Figueiredo de Sá. Childhood is conceived in this study as a historical, cultural and social construction, through the relationships established in society. During the delimited period, Brazil was commanded by Getúlio Dorneles Vargas, who sought to associate the human being with the principles of work and society, whose training aimed to make the citizen useful to the country, to be part of the civilized and modern society that the government wanted. When researching about childhood during this period, it is proposed to give visibility to the social spaces of insertion and conformation of the historical experiences of being a child. In this sense, the central question that prompted the investigation was: What are the representations of the governors and intellectuals in Mato Grosso about childhood schooling in the period 1930-1945? The research question of this dissertation arose with the aim of further deepening the History of Childhood and its schooling that permeate the discourses in the state and in the city during the delimited period. The research is based on the perspective of Cultural History, which is developed to emphasize the permanent aspects of a given society, but always seeking to highlight the micro transformations of this same society and consider the various discourses for understanding reality and history and will be based on the theoretical-methodological assumptions of the qualitative method with a historical approach. The concept of representation will be used in the development of the research, from a dialogue with Roger Chartier (1990, 1991, 2011), it is possible to see that representations can shape reality, representations are imposed from the ideals of a given group. The sources used were: newspapers, periodicals, reports, messages, legislation, minutes, found in the Hemeroteca Digital, in the Public Archive of Mato Grosso (APMT) and in the Collection of the History of Education and Memory Research Group (GEM/UFMT), as well as such as the memorial works, which help to think about childhood culture in Mato Grosso. The text presented is divided into three chapters. The first presents a historical context of childhood and the daily life of children in Mato Grosso. The second chapter brings the path of consolidation of primary education in Mato Grosso, in addition to highlighting the creation and expansion of school institutions that served children in the state. Finally, the third chapter aims to address the competing representations of childhood materialized in the profile of school-age children for access to public schools and in the curriculum implemented for their training. Intellectuals formed by teachers, journalists, priests, doctors and politicians supported speeches and movements that aimed to change the habits and behaviors of Mato Grosso society. In this sense, between 1930 and 1945 institutions were created to care for and guide the behavior of children and their families. School institutions were the main targets for the propagation of what the government wanted, hygienist programs and expressions of love for the country, were intensely part of the school curriculum, as education was seen as a great tool to spread these principles. Furthermore, political authorities, in their speeches, expressed their yearnings for a civilized mass society prepared for work. |
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A escolarização da infância em Mato Grosso e suas representações (1930-1945)Escolarização da infânciaRepresentaçõesEra VargasMato GrossoCNPQ::CIENCIAS HUMANAS::EDUCACAOChildhood educationRepresentationsIt was VargasMato GrossoThis dissertation focuses on childhood schooling in Mato Grosso, from 1930 to 1945. It is linked to the Postgraduate Program in Education at the Federal University of Mato Grosso (UFMT) and is part of the Childhood Education project in times of dictatorship (BrazilPortugal-Spain) conducted by the History of Education and Memory Research Group (GEM), coordinated by professor Dr. Elizabeth Figueiredo de Sá. Childhood is conceived in this study as a historical, cultural and social construction, through the relationships established in society. During the delimited period, Brazil was commanded by Getúlio Dorneles Vargas, who sought to associate the human being with the principles of work and society, whose training aimed to make the citizen useful to the country, to be part of the civilized and modern society that the government wanted. When researching about childhood during this period, it is proposed to give visibility to the social spaces of insertion and conformation of the historical experiences of being a child. In this sense, the central question that prompted the investigation was: What are the representations of the governors and intellectuals in Mato Grosso about childhood schooling in the period 1930-1945? The research question of this dissertation arose with the aim of further deepening the History of Childhood and its schooling that permeate the discourses in the state and in the city during the delimited period. The research is based on the perspective of Cultural History, which is developed to emphasize the permanent aspects of a given society, but always seeking to highlight the micro transformations of this same society and consider the various discourses for understanding reality and history and will be based on the theoretical-methodological assumptions of the qualitative method with a historical approach. The concept of representation will be used in the development of the research, from a dialogue with Roger Chartier (1990, 1991, 2011), it is possible to see that representations can shape reality, representations are imposed from the ideals of a given group. The sources used were: newspapers, periodicals, reports, messages, legislation, minutes, found in the Hemeroteca Digital, in the Public Archive of Mato Grosso (APMT) and in the Collection of the History of Education and Memory Research Group (GEM/UFMT), as well as such as the memorial works, which help to think about childhood culture in Mato Grosso. The text presented is divided into three chapters. The first presents a historical context of childhood and the daily life of children in Mato Grosso. The second chapter brings the path of consolidation of primary education in Mato Grosso, in addition to highlighting the creation and expansion of school institutions that served children in the state. Finally, the third chapter aims to address the competing representations of childhood materialized in the profile of school-age children for access to public schools and in the curriculum implemented for their training. Intellectuals formed by teachers, journalists, priests, doctors and politicians supported speeches and movements that aimed to change the habits and behaviors of Mato Grosso society. In this sense, between 1930 and 1945 institutions were created to care for and guide the behavior of children and their families. School institutions were the main targets for the propagation of what the government wanted, hygienist programs and expressions of love for the country, were intensely part of the school curriculum, as education was seen as a great tool to spread these principles. Furthermore, political authorities, in their speeches, expressed their yearnings for a civilized mass society prepared for work.CAPESA presente dissertação tem como foco a escolarização da infância em Mato Grosso, durante os anos de 1930 a 1945. Vincula-se ao Programa de Pós-Graduação em Educação da Universidade Federal do Mato Grosso (UFMT) e insere-se ao projeto A educação da infância em tempos de ditadura (Brasil-Portugal-Espanha) realizado pelo Grupo de Pesquisa História da Educação e Memória (GEM), coordenado pela professora Dra. Elizabeth Figueiredo de Sá. A infância é concebida neste estudo como uma construção histórica, cultural e social, por meio das relações estabelecidas na sociedade. Durante o período delimitado, o Brasil foi comandado por Getúlio Dorneles Vargas, que buscou associar o ser humano aos princípios do trabalho e da sociedade, cuja formação vislumbrava tornar o cidadão útil à pátria, para fazer parte da sociedade civilizada e moderna que o governo almejava. Ao pesquisar sobre a infância durante este período propõe-se dar visibilidade aos espaços sociais de inserção e conformação das experiências históricas do ser criança. Neste sentido, a questão central que impulsionou a investigação foi: Quais as representações dos governantes e dos intelectuais em Mato Grosso sobre a escolarização da infância no período de 1930-1945? A questão de pesquisa desta dissertação surgiu com o intuito de aprofundar ainda mais na História da Infância e de sua escolarização que permeiam os discursos no Estado e na cidade durante o período delimitado. A pesquisa é embasada na perspectiva da História Cultural, que se desenvolve para dar ênfase nos aspectos permanentes de uma determinada sociedade, mas sempre em busca de ressaltar as micro transformações desta mesma sociedade e considerar os diversos discursos para compreensão da realidade e da História, e irá se basear nos pressupostosteóricos-metodológicos do método qualitativo com abordagem histórica. O conceito de representação será utilizado no desenvolvimento da pesquisa, a partir de um diálogo com Roger Chartier (1990, 1991, 2011), sendo possível perceber que as representações podem dar forma à realidade e que as representações são impostas a partir dos ideais de determinado grupo. As fontes utilizadas foram: jornais, periódicos, relatórios, mensagens, legislações, atas, encontrados na Hemeroteca Digital, no Arquivo Público de Mato Grosso (APMT) e no Acervo do Grupo de Pesquisa História da Educação e Memória (GEM/UFMT), bem como as obras memorialísticas, que ajudam a pensar a cultura da infância em Mato Grosso. O texto apresentado está estruturado em três capítulos. No primeiro, é apresentado um contexto histórico da infância e o cotidiano da criança em Mato Grosso. O segundo capítulo traz o percurso de consolidação do ensino primário em Mato Grosso, além de destacar a criação e expansão das instituições escolares que atendiam as crianças no Estado. Por fim, o terceiro capítulo tem como intuito abordar as representações concorrentes de infância materializadas no perfil das crianças em idade escolar para o acesso às escolas públicas e no currículo implementado para a sua formação. Intelectuais formados por professores, jornalistas, padres, médicos e políticos, apoiavam discursos e movimentos que objetivavam a mudança dos hábitos e comportamentos da sociedade matogrossense. Nesse sentido, entre os anos de 1930 a 1945 instituições foram criadas para cuidar e orientar a conduta das crianças e suas famílias. As instituições escolares foram os principais alvos para a propagação do que o governo almejava, programas higienistas e manifestações de amor à pátria, faziam parte intensamente do currículo das escolas, pois a educação era vista como uma grande ferramenta para difundir esses princípios. Além disso, autoridades políticas, em seus discursos, expressavam seus anseios por uma sociedade de massa civilizada e preparada para o trabalho.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/1975779880933099Andrade, Daniela Barros da Silva Freire939.364.277-04http://lattes.cnpq.br/5846054833569905914.793.207-49Ribeiro, Betânia de Oliveira Laterza366.362.406-44http://lattes.cnpq.br/6186135872782431Leite, Francine Suélen Assis2023-03-27T18:56:55Z2021-10-262023-03-27T18:56:55Z2021-05-11info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLEITE, Francine Suélen Assis. A escolarização da infância em Mato Grosso e suas representações (1930-1945). 2021. 100 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021.http://ri.ufmt.br/handle/1/3920porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-03-30T07:04:45Zoai:localhost:1/3920Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-03-30T07:04:45Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
A escolarização da infância em Mato Grosso e suas representações (1930-1945) |
title |
A escolarização da infância em Mato Grosso e suas representações (1930-1945) |
spellingShingle |
A escolarização da infância em Mato Grosso e suas representações (1930-1945) Leite, Francine Suélen Assis Escolarização da infância Representações Era Vargas Mato Grosso CNPQ::CIENCIAS HUMANAS::EDUCACAO Childhood education Representations It was Vargas Mato Grosso |
title_short |
A escolarização da infância em Mato Grosso e suas representações (1930-1945) |
title_full |
A escolarização da infância em Mato Grosso e suas representações (1930-1945) |
title_fullStr |
A escolarização da infância em Mato Grosso e suas representações (1930-1945) |
title_full_unstemmed |
A escolarização da infância em Mato Grosso e suas representações (1930-1945) |
title_sort |
A escolarização da infância em Mato Grosso e suas representações (1930-1945) |
author |
Leite, Francine Suélen Assis |
author_facet |
Leite, Francine Suélen Assis |
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 Andrade, Daniela Barros da Silva Freire 939.364.277-04 http://lattes.cnpq.br/5846054833569905 914.793.207-49 Ribeiro, Betânia de Oliveira Laterza 366.362.406-44 http://lattes.cnpq.br/6186135872782431 |
dc.contributor.author.fl_str_mv |
Leite, Francine Suélen Assis |
dc.subject.por.fl_str_mv |
Escolarização da infância Representações Era Vargas Mato Grosso CNPQ::CIENCIAS HUMANAS::EDUCACAO Childhood education Representations It was Vargas Mato Grosso |
topic |
Escolarização da infância Representações Era Vargas Mato Grosso CNPQ::CIENCIAS HUMANAS::EDUCACAO Childhood education Representations It was Vargas Mato Grosso |
description |
This dissertation focuses on childhood schooling in Mato Grosso, from 1930 to 1945. It is linked to the Postgraduate Program in Education at the Federal University of Mato Grosso (UFMT) and is part of the Childhood Education project in times of dictatorship (BrazilPortugal-Spain) conducted by the History of Education and Memory Research Group (GEM), coordinated by professor Dr. Elizabeth Figueiredo de Sá. Childhood is conceived in this study as a historical, cultural and social construction, through the relationships established in society. During the delimited period, Brazil was commanded by Getúlio Dorneles Vargas, who sought to associate the human being with the principles of work and society, whose training aimed to make the citizen useful to the country, to be part of the civilized and modern society that the government wanted. When researching about childhood during this period, it is proposed to give visibility to the social spaces of insertion and conformation of the historical experiences of being a child. In this sense, the central question that prompted the investigation was: What are the representations of the governors and intellectuals in Mato Grosso about childhood schooling in the period 1930-1945? The research question of this dissertation arose with the aim of further deepening the History of Childhood and its schooling that permeate the discourses in the state and in the city during the delimited period. The research is based on the perspective of Cultural History, which is developed to emphasize the permanent aspects of a given society, but always seeking to highlight the micro transformations of this same society and consider the various discourses for understanding reality and history and will be based on the theoretical-methodological assumptions of the qualitative method with a historical approach. The concept of representation will be used in the development of the research, from a dialogue with Roger Chartier (1990, 1991, 2011), it is possible to see that representations can shape reality, representations are imposed from the ideals of a given group. The sources used were: newspapers, periodicals, reports, messages, legislation, minutes, found in the Hemeroteca Digital, in the Public Archive of Mato Grosso (APMT) and in the Collection of the History of Education and Memory Research Group (GEM/UFMT), as well as such as the memorial works, which help to think about childhood culture in Mato Grosso. The text presented is divided into three chapters. The first presents a historical context of childhood and the daily life of children in Mato Grosso. The second chapter brings the path of consolidation of primary education in Mato Grosso, in addition to highlighting the creation and expansion of school institutions that served children in the state. Finally, the third chapter aims to address the competing representations of childhood materialized in the profile of school-age children for access to public schools and in the curriculum implemented for their training. Intellectuals formed by teachers, journalists, priests, doctors and politicians supported speeches and movements that aimed to change the habits and behaviors of Mato Grosso society. In this sense, between 1930 and 1945 institutions were created to care for and guide the behavior of children and their families. School institutions were the main targets for the propagation of what the government wanted, hygienist programs and expressions of love for the country, were intensely part of the school curriculum, as education was seen as a great tool to spread these principles. Furthermore, political authorities, in their speeches, expressed their yearnings for a civilized mass society prepared for work. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-26 2021-05-11 2023-03-27T18:56:55Z 2023-03-27T18:56:55Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
LEITE, Francine Suélen Assis. A escolarização da infância em Mato Grosso e suas representações (1930-1945). 2021. 100 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. http://ri.ufmt.br/handle/1/3920 |
identifier_str_mv |
LEITE, Francine Suélen Assis. A escolarização da infância em Mato Grosso e suas representações (1930-1945). 2021. 100 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. |
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http://ri.ufmt.br/handle/1/3920 |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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