Grupo Escolar Padre Efrem: culturas e práticas (Vacaria/RS - 1922-1950

Abstract

The present research aims to analyze the culture and school practices of Padre Efrem?s School Group, an institution located in the municipality of Vacaria/RS. The study took as a time frame the year 1922, when the three isolated schools in the municipality met for the formation and institutionalization of this School Group, until the year 1950, when it has its nomenclature officially called Padre Efrem?s School Group. The study was based on the theoretical-methodological assumptions of Cultural History and History of Education, with the contributions of historians Burke (2008), Le Goff (2019), Pesavento (2008), Chartier (2002), Escolano (2010), Vidal (2006), Peres (2000), Souza (1998). The methodology used is the documental analysis carried out from the Minutes Books found in the collection of Padre Efrem?s State High School (Vacaria/RS). In addition, regional books, reports, regulations, photographs, and other works that approached the theme were consulted. The dissertation is organized into six chapters, the first being dedicated to the initial considerations, where the city space and the presence of the investigated institution were contextualized, and justification for the choice of this theme and the path built into the research process. In the second chapter, a study is carried out on the research related to the theme and the methodology used. The third chapter describes the city of Vacaria/RS and the processes related to education. The following chapter contextualizes how school groups were implemented in Brazil, and the state of Rio Grande do Sul as a model of primary education. The fifth chapter is dedicated to the Padre Efrem?s School Group, where the transformation processes and the vestiges of culture and school practices are addressed from the documentation found emphasizing the space and school time. Aspects of the construction of the new building to house the school group are discussed, representing modern architecture and the production of new school culture with the adoption of new spaces and school practices, as well as the representations of festivities and civility strongly experienced in the school routine. The sixth chapter is dedicated to the final considerations, emphasizing that this research not only tells, through the vestiges of school culture, the history of the Padre Efrem?s School Group but also highlights aspects of the local culture with the contributions that this school institution brought to the community and area. This study also contributes to other researches, especially those that refer to the field of school institutions at the local, regional, and national levels, especially concerning school groups. [resumo fornecido pelo autor]