Processo de escolarização em Antônio Prado - RS (1886-1920) : culturas e sujeitos

Abstract

The present dissertation narrates the schooling process in Antônio Prado - RS between 1886 and 1920. The study is linked to the History and Philosophy of Education Research Line Of the Graduate Program in Education at the University of Caxias do Sul. The initial time frame, 1886, refers to the creation of the colony and the establishment of the first immigrants, while 1920 corresponds to the beginning of the school activities of the Marist Brothers, as it is another stage in the school process of the municipality. The theoretical and methodological assumptions that guide the research come from Cultural History and the History of Education, from the contributions of Certeau (1982, 1995), Febvre (1989), Le Goff (1990a, 1990b), Burke (1992, 2004, 2008), Chartier (1991a, 1991b, 2002a, 2002b, 2009, 2019) and Hall (2006) for the understanding of historical-documentary research, of subjects and representations. While the understanding of school cultures, practices and modes of schooling it is based on Viñao Frago (1993, 1995, 2000 and 2005), Viñao Frago and Escolano (1998), Julia (2001), Faria Filho (2002, 2008), in addition to researchers who dialogue with the proposed theme. The categories analyzed were school cultures, subjects, practices and representations. Methodologically, the investigation was supported by documentary analysis and the documents used come from the following collections: Antônio Prado Historical Archive, João Spadari Adami Municipal Historical Archive, Padre Schio Museum, newspapers from Digital Hemeroteca, being the main ones A Federação, Stafetta, Il Colono and Panorama Pradense, local newspaper of Antônio Prado, in addition to consular reports and bibliographies that aproach the theme in the locality. The research made allowed the understanding of the emergence of teaching, used predominantly by families - through family education, private and subsidized classes emerge from the Italian Government, in addition to the presence of a College maintained by a religious institution. Regarding to public education, until the emancipation of the municipality in 1899, it had up to three classes, when expansion occurs, however until 1912 there are no permanent changes, but rotation of teachers, creation, establishment and displacement of classes frequently. The situation changes with the emergence of State Decree nº 1895/1912, which provided subsidies for public schooling in the countryside that affected subjects of foreign origin, so until 1920 quadruple classes in this place and public schools are characterized as the basis of schooling in the municipality. Regarding the subjects, it was possible to verify numerous initiatives carried out by the community, in addition, by measuring the literacy rate, it was possible to conclude that most of them had some level of literacy and acted in the development of schooling in the locality. The evidence also showed that there were many differences depending on the type of schooling and the location in which the school was located, reflecting on the practices, which in the case of public schools - more discussed due to the available documentation - were supported by discipline, order and adoption of values, marking the cultures of each class, discussed in dialogue with the context and the elements that compose them [ resumo fornecido pelo autor].