a expansão da escola primária republicana paranaense em números: quantidade x qualidade (1900-1930)
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ID: 177401
2014
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Abstract
Este artigo resulta de pesquisa que examinou empiricamente como se deu a relação entre quantidade e qualidade nas políticas de expansão do ensino primária público no Estado do Paraná na Primeira República. A partir de documentos oficiais, realizou levantamento estatístico do “movimento geral das matrículas” entre 1900 e 1930; verificou ainda como os administradores da instrução pública avaliaram e puseram em execução as políticas educacionais que proclamavam. A expansão quantitativa das matrículas nas escolas primárias realizou-se principalmente pela proliferação das escolas isoladas, especialmente nas zonas coloniais. O salto qualitativo deu-se pela implantação dos grupos escolares: oficialmente criados a partir de 1903, seu funcionamento sob os modernos métodos de ensino, o método intuitivo, só começaria a concretizar-se, com dificuldades, a partir de 1914, atendendo apenas a capital e três ou quatro cidades do interior. A partir de 1920, foram se consolidando nos principais municípios do estado. Sob o impacto dos desdobramentos da Primeira Guerra Mundial, o empenho das elites dirigentes para uma significativa expansão geral da oferta de vagas no ensino primário, a partir de 1920, teve como principal objetivo nacionalizar o grande contingente populacional de origem estrangeira presente no estado, disciplinando-o sob a perspectiva do Estado-nação.
Abstract:
This article results from research that examined empirically how the relationship between quantity and quality in the expansion policies of public primary education in the state of Paraná in the First Republic occurred. Based on official documents, it was held statistical returns in respect of the “enrollments general movement” between 1900 and 1930; it was also verified how the administrators of public education have implemented and evaluated the educational policies they proclaimed. The quantitative expansion of enrollments in primary schools was carried out mainly by the proliferation of isolated schools, especially in the colonial areas. The qualitative leap was due to the implementation of school groups: officially created after 1903, its functioning under the modern teaching methods, the intuitive method, would only begin to materialize, with difficulties, since 1914, serving just the capital and three or four towns in the countryside. From 1920, they start to consolidate in the main cities of the state. Under the impact of the consequences of the First World War, the endeavor of the ruling elites for a significant overall expansion of vacancies offer in the primary schools, starting in 1920, aimed to nationalize the large population contingent from foreign origin presented in this state, disciplining it from the perspective of the Nation-state.
Keywords: Isolated Schools, School Statistics, School Groups, Intuitive Method, Serialization.
| Reference Key |
nobrega2014revistaa
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|---|---|
| Authors | ;Paulo de Nobrega |
| Journal | international journal of heritage studies |
| Year | 2014 |
| DOI |
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| Keywords | Keywords not found |
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