O Grupo Escolar Onze de Agosto : processos de institucional e as festividades escolares em Nova Prata, RS (1960-1970)

Abstract

This research aimed to investigate and understand the institutionalization, practices, and school cultures developed in the "Grupo Escolar 11 de Agosto" in the city of Nova Prata - RS. the time frame of this study is established between the years 1960 - 1968, considering aspects such as the establishment of the institution in 1960 and the changes established by the civil-military dictatorship government that impacted daily school life. therefore, the objectives are to understand the different processes of institutionalization of the "Grupo Escolar 11 de Agosto" related to the local contexts of implementing this model of school organization, to analyze the schooling practices in the early years of the institution's operation, and to understand the cultures established in this institution. the methodology used was document analysis based on sources such as minutes books and other documents that cover the time frame and preestablished themes. The theoretical assumptions used are located within cultural history, based on authors such as Chartier (1988), Pesavento (2003), and history of education, such as Magalhães (2004), Buffa (2013), and Barros (2005).From the government of Lionel Brizola (1959-1963) and his policy of expanding the public education network by building schools in the interior of the state of Rio Grande do Sul, the municipality of Nova Prata - RS partnered with the state government to build educational institutions, including the "Grupo Escolar 11 de Agosto", during the construction of the school building, the institution operated for three years in a rented house adapted for schooling. From the inauguration of the new school building in 1963, the school was based on the characteristics of the group school organization, increasing the number of classrooms, classes, teachers, and students. From the analysis of civic festivities, it was possible to identify the importance and frequency of these dates on the school calendar, and the school practices involved in these events aimed to encourage students to exalt nationalist symbols, historical figures, and adopt moral and civic behaviors established by the governments of this time frame as desirable for their citizens. It is concluded that the expansion policy promoted by the State government boosted the construction of the school group. However, the first three years of providing education in the area were carried out in improvised spaces adapted for formal education. Regarding aspects of school culture, it was observed that even in the adapted space of the house, practices sought to reproduce the rituals of formal education, as can be seen in the reverence for the homeland, the national anthems and in the festivities. [resumo fornecido pelo autor]