História dos grupos escolares em Garibaldi e Farroupilha: matizes de práticas pedagógicas e escolares (Rio Grande do Sul, 1926-1949)

Abstract

The thesis has as its investigation object the history of school groups established in two municipalities located in Rio Grande do Sul. Its objective is to investigate the constitution and organization of school groups in Garibaldi and Farroupilha, narrating nuances of school cultures produced in the daily life of these institutions in correlation with the context. The temporal delimitation begins in 1926, as it was the year of the first school group?s installation in Garibaldi, and ends in 1949, due to the possible transference of Daltro Filho School Group and the changes that occurred in the local schooling process over the next decade, with the creation of municipal school groups in Garibaldi. The theoretical contribution is based on Cultural History, History of Education and History of School Institutions. The methodology used was historical document analysis and Oral History. The study prioritized pedagogical and school practices as a category of analysis, understood as the ordinary activities of the class and also of the school; thus distinct from other social practices produced and reproduced in everyday school life, with the task of teaching, educating, disciplining, moralizing, guiding. Therefore, the thesis is that local school groups were constituted as privileged spaces for the dissemination of national culture, especially through the organization and realization of civic festivities. In this scenario, I highlight Grupo Escolar Farroupilha?s performance as a reference school for others, especially in the development of nationalization practices and in relation to their teacher?s work, who went beyond the classroom, occupying prominent places in the educational area; training other teachers through improvement courses. I argue that, in local school groups, there was a circulation of practices linked to the process of educational renewal in Rio Grande do Sul with the use of reading and writing books, materials and spaces that were related to intuitive teaching and the simultaneous method. However, at the same time, there was a continuity of practices that were opposite to this discourse, such as the application of physical punishment and humiliation, which are filed only in students and teachers memories. Also, when looking at the failure rates up to the end of the 1940s, I think that the educational renewal discourse in vogue was not efficient to the point of intervening in the reality of these institutions, fact that contributed to school groups being places of rigor, selections and exclusions. Finally, I defend the importance of the faculty who attended each of the schools surveyed, assuming, in the face of certain omission by the State, the leading role in the search for solutions to everyday problems. The teachers, together with students and communities, created and recreated daily life, devising practices for resources acquisition that would bring more comfort to students. I point out that they were the ones who resisted and recreated practices that were not in the legislation and educational discourses in circulation. In the subtlety of everyday practices, not everything was accepted or put into effect. [resumo fornecido pelo autor]