Singularidades do Grupo Escolar Ituiutaba à Escola Estadual Ituiutaba (1979-1985)

• Autor(a) principal: Araujo, Maria de Fatima Dias
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/37781; http://doi.org/10.14393/ufu.di.2023.7043
• topic: Grupo Escolar; Escola Estadual; Singularidades; Desafios Educacionais; School Group; Public School; Singularities; Educational Challenges; CNPQ::CIENCIAS HUMANAS; CNPQ::CIENCIAS HUMANAS::EDUCACAO; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::HISTORIA DA EDUCACAO

This study is part of the line of research "History and Historiography of Education" of the Graduate Program in Education at the Federal University of Uberlândia (UFU). The master's thesis presents a historical-educational research that proposes a more in-depth reflection on the educational challenges in the transition from Grupo Escolar Ituiutaba (1958) to Escola Estadual de Ituiutaba (1979), resulting from several factors in the context in which it focuses the target public, which comprises a financially needy class, in a society that favored an elitist, dominant class. The research aimed to contextualize the singularities in the transition from the Grupo Escolar Ituiutaba to the Escola Estadual Ituiutaba, its development and operation, in particular, the educational challenges in this transition, going through the years 1979 to 1985. The problematization starts from the questions: In what political context -economic, sociocultural was the creation, implementation and development in the transition from the Ituiutaba School Group to the Ituiutaba State School? How was the surrounding population made up and which audience did you seek to join this school institution? What is the importance of creating this school for the city of Ituiutaba and how did it relate to the educational challenges facing the financially underprivileged classes in search of their schooling? How were public schooling and illiteracy contextualized at the national, state and municipal levels? The study was carried out as a bibliographical and documentary research in the field of the history of education (line of research of “history and historiography of education”), the historical sources used for the elaboration of this research made use of newspapers, printed documents, school bylaws, bylaws of the library, current legislation, where he sought information on the sociocultural profile of students at that time. He adopted the historical-dialectical materialism method to analyze articulations, relationships, tensions and contradictions in the history of school institutions. For the construction of history that reveals in its reality, the singularities of that moment, when the Ituiutaba School Group was created, in 1958. The theoretical foundation of the investigation is based on authors from the field of History and Historiography of Education, among which we highlight Costa (1997), Magalhães (2004), Nosella and Buffa (2009), Oliveira (2013), Romanelli (1993), Saviani (2019), among others formed the historical basis -conceptual and theoretical research. Thus, bibliographical and documentary research was used. The results point to the creation of a primary course in a school, initially attached to a free gym in the city of Ituiutaba, only having its own headquarters in 1979, with State resources, but it is evident that the School Group contributed significantly to the financially needy population, which depended on space and administrative and pedagogical organization, for adequate service, which had its own functioning and disciplines for the primary course. It was also found that urbanization was associated with the need for public schools, and the school units at the time were lacking, a contradiction in the scenario, in which the economy was rising and education was precarious. It can be concluded that the Ituiutaba State School continued, with the Director, the teaching staff and students remaining, as well as the administrative and pedagogical organization, in accordance with current legislation. The research contributed to a better understanding of the investigated institution, as well as to the advancement of knowledge in the field of History of Education.