Processo histórico de escolas municipais rurais de Nova Prata/RS (1988-2006): culturas escolares e nucleação

Abstract

This study investigates the nucleation process of rural schools in Nova Prata (RS), evidencing the history and cultures of rural multi-serial municipal schools Pedro Pagnoncelli and Padre Diogo Feijó, between 1988 and 2006. The period of the research considers as the initial milestone the year of 1988, when the Municipal Elementary School Pedro Pagnoncelli was inaugurated, until 2006, the year of completion of the nucleation process, which involved both schools. The objective was to understand the historical process of the multiseriate schools of the municipality, focusing on the cultures of the Municipal Elementary Schools Pedro Pagnoncelli and Padre Diogo Feijó, their subjects and school practices, as well as the nucleation process. The research is located in the field of The History of Education and has as theoretical reference, Cultural History, with the contributions of Burke (1992, 2008), Julia (2001), Chartier (2010), besides Vidal (2005), Pesavento (2005), Galvao; Lopes (2010) and Bacellar (2005). The methodology was based on Oral History through which interviews were conducted with former teachers, students and managers, who had participation in the nucleation process. After the transcribed interviews, the study, along with the documents of the schools, were reviewed by the Historical Documentary Analysis. The examination of the material produced by the interviews, in addition to documents, laws, through the field of investigation, were organized, analyzed and interpreted in the light of the theorists mentioned above. Nova Prata constituted rural schools with immigrants, who built the schools as they arrived here; these spaces played an important social and cultural role, going beyond the educational function. These schools with their teachers integrated the communities, receiving support and establishing several connections. After an intense period of construction of rural schools and their full functioning, the teachers worked with the conditions that were proposed to them with multiple functions and seeking quality of teaching. With the change in legislation and government incentives, aiming to reduce spending and improve the quality of teaching, the process of nucleation of municipal schools began. It occurred slowly, gradually, and only fifteen years after, it was concluded. In this movement, there was resistance of families and communities, strangeness on the part of the students who indicated that they were displaced and had difficulties in adapting themselves to the new school spaces. Based on this aspect, the managers organized their convincing strategies to plead for the nucleation of schools with the communities, which with dialogue and negotiations ended up accepting. If on the one hand, a better quality of teaching was sought, on the other hand the communities lost that space that kept the community together. Thus, most of the disabled school buildings that were under responsibility of the communities were abandoned over time. [resumo fornecido pelo autor]