Brazilian normal rural schools: formation for missionary teachers (1952-1963)

• Autor(a) principal: Ferreira, Nilce Vieira Campos
• Data de Publicação: 2020
• Outros Autores: Visquetti, Carminha Aparecida, Souza, Cleicinéia Oliveira de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educa (Porto Velho)
• Texto Completo: https://periodicos.unir.br/index.php/EDUCA/article/view/5520
• topic: History of rural education. National Rural Education Campaign. Rural Teachers Formation.; Historia de la educación rural. Campaña Nacional de Educación Rural. Formación de profesoras rurales.; História da Educação rural. Campanha Nacional de Educação Rural. Formação de Professoras Normalistas Rurais; 370 - Educação

was analyzed the institutional dynamics of normal schools in Brazil between the years 1950-1962, mainly, from the National Campaign for Rural Education - CNER, presenting some international references which influenced their organization. Documents, magazines and other papers published by CNER, through the Ministry of Education and Culture, between the years 1954 to 1962, were accessed in order to achieve the goal. This procedure revealed and highlighted the organizational models of these schools. The findings presented that all over their historical process, the Brazilian rural normal schools were inspired by educational ideals motivated on the one hand, by Mexican cultural missions, on the other by American purposes, which financing funds brought about the imperative demand to change and transform peasant cultures. Therefore, proposals for rural normal schools, were strongly shaped according to foreign and capitalist interests, a campaign intensely marked by North American pragmatic aspects. The analyzes carried out on the documents identified that a progress of rural education distanced from a national system of public and popular education, in which teacher formation was developed according to the political, social and economic interests. The analyzes also revealed an institutionality self-oriented to meet, not the requirements of a national educational project, but aimed at taking and incorporating referents and pedagogical experiences from other countries, with purposes other than offering education for the autonomy of education and the rural population.