A escolarização pública primária em Piracicaba (1857-1897)
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Data
2020-08-21
Autores
Raphael, Cintia Lima [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Trata-se de dissertação de mestrado voltada à investigação das escolas públicas primárias (provinciais/estaduais), em Piracicaba, município do interior do estado de São Paulo, no século XIX (1857-1897). A relevância da pesquisa sobre a escolarização primária pública em Piracicaba, no recorte proposto, apresenta-se em virtude da existência de poucos estudos sobre essa temática, no período anterior à escola primária graduada neste município, que futuramente seria um dos principais protagonistas da educação paulista. Essa pesquisa tem como objetivo principal compreender as formas pelas quais se estabeleceu a escolarização pública primária em Piracicaba, ao analisar a figura do/a professor/a. O recorte temporal definido para pesquisa se deve ao fato do ano de 1857 ser identificado como o mais remoto nas fontes documentais encontradas e, em 1897, a inauguração do primeiro Grupo Escolar no município – instituição escolar estadual emblemática do regime republicano, que alteraria profundamente o sistema educacional paulista. Os procedimentos metodológicos envolvem pesquisa bibliográfica e análise documental. A pesquisa tem caráter histórico e estabelece como critério de análise a perspectiva da História Cultural, notadamente, da Cultura Escolar. Nesse sentido, predominam as contribuições de Forquin (1993), Julia (2001), Souza (1998; 2009) e Escolano (2017) como referencial teórico. Dentre as fontes documentais estão as oficiais, tais como os ofícios de autoridades e atas da Câmara Municipal de Piracicaba e os anais da Assembleia Legislativa de São Paulo, complementadas por fontes jornalísticas - Gazeta de Piracicaba e A Provincia de São Paulo - e bibliográficas do período pesquisado. Como resultado, pôde-se constatar que a criação e supressão de escolas no município foi um processo dinâmico, que sofreu grande instabilidade, o que resultou numa visível variação numérica ao longo do período. Observamos que, em 1826 havia uma escola para meninos na localidade, enquanto em 1845, foi criada a primeira escola para meninas, houve ampliamento no decorrer do período, o que acarretou no ano de 1897 em 14 escolas públicas primárias destinadas para ambos os sexos. Ser professor/a em Piracicaba, naquele momento histórico, representou o enfrentamento de dificuldades de ordem estrutural, material e política. Ser professora, dada a época, foi um processo ainda mais complexo, pois suas liberdades eram mais cerceadas e as possibilidades de ascensão na carreira muito escassas. Todavia, apesar de Piracicaba carecer de recursos necessários ao provimento de condições ideais para o exercício do magistério, estava bem à frente, nas questões educacionais, em comparação a outras localidades da província/estado de São Paulo. Espera-se, assim, com essa pesquisa, poder contribuir para o resgate e registro de uma parte da história da educação paulista, dentro do contexto piracicabano, dado que há poucas pesquisas voltadas a essa temática e que a documentação até então encontrada aponta grande potencial de investigação.
The present work is a master's thesis focused on the investigation of public primary schools (province/state schools), in the 19th century (1857-1897), in Piracicaba, an inland town in the state of São Paulo. The relevance of the research on public primary schooling in Piracicaba, in the proposed outline, is presented due to the existence of few studies on this theme, in the period prior to the graduated primary school in this municipality, which in the future would be one of the main protagonists of São Paulo education. This research has as its main objective to understand the ways in which public primary schooling was stablished in Piracicaba by analyzing the figure of the teacher. The time frame defined for research is due to the fact that the year 1857 was identified as the most remote in the documentary sources found and, in 1897, the inauguration of the first School Group in the municipality - an emblematic state school institution of the republican regime, which would profoundly alter the São Paulo educational system. The methodological procedures involve bibliographic research and document analysis. The research has a historical character and establishes the perspective of Cultural History as a criterion for analysis, especially School Culture. In this sense, the contributions by Forquin (1993), Julia (2001), Souza (1998; 2009) and Escolano (2017) predominate as a theoretical framework. Among the documentary sources are the official ones, such as the official letters and minutes of the Piracicaba City Council and the annals of the Legislative Assembly of São Paulo, complemented by journalistic sources - Gazeta de Piracicaba and A Provincia de São Paulo - and bibliographic sources of the period researched. As a result, it was found that the creation and suppression of schools in the municipality was a dynamic process, which suffered great instability, which resulted in a visible numerical variation over the period. We observed that in 1826 there was only one school for boys in the area, in 1845, the first school for girls was created, and as early as 1897, there were fourteen public primary schools there, intended for both sexes. Being a teacher in Piracicaba, at that historic moment, represented facing structural, material and political difficulties. Being a female teacher, given the time, was an even more complex process, as her freedoms were more restricted and the possibilities for career advancement were very scarce. However, in spite of Piracicaba lacking the necessary resources to provide ideal conditions for the exercise of teaching, it was well ahead in terms of education, compared to other locations in the province/state of São Paulo. Therefore, with the present research, we expect to contribute to the rescue and registration of a part of the history of São Paulo education within Piracicaba context, given that there are few researches focused on this theme and that the documents found so far point to great potential research.
The present work is a master's thesis focused on the investigation of public primary schools (province/state schools), in the 19th century (1857-1897), in Piracicaba, an inland town in the state of São Paulo. The relevance of the research on public primary schooling in Piracicaba, in the proposed outline, is presented due to the existence of few studies on this theme, in the period prior to the graduated primary school in this municipality, which in the future would be one of the main protagonists of São Paulo education. This research has as its main objective to understand the ways in which public primary schooling was stablished in Piracicaba by analyzing the figure of the teacher. The time frame defined for research is due to the fact that the year 1857 was identified as the most remote in the documentary sources found and, in 1897, the inauguration of the first School Group in the municipality - an emblematic state school institution of the republican regime, which would profoundly alter the São Paulo educational system. The methodological procedures involve bibliographic research and document analysis. The research has a historical character and establishes the perspective of Cultural History as a criterion for analysis, especially School Culture. In this sense, the contributions by Forquin (1993), Julia (2001), Souza (1998; 2009) and Escolano (2017) predominate as a theoretical framework. Among the documentary sources are the official ones, such as the official letters and minutes of the Piracicaba City Council and the annals of the Legislative Assembly of São Paulo, complemented by journalistic sources - Gazeta de Piracicaba and A Provincia de São Paulo - and bibliographic sources of the period researched. As a result, it was found that the creation and suppression of schools in the municipality was a dynamic process, which suffered great instability, which resulted in a visible numerical variation over the period. We observed that in 1826 there was only one school for boys in the area, in 1845, the first school for girls was created, and as early as 1897, there were fourteen public primary schools there, intended for both sexes. Being a teacher in Piracicaba, at that historic moment, represented facing structural, material and political difficulties. Being a female teacher, given the time, was an even more complex process, as her freedoms were more restricted and the possibilities for career advancement were very scarce. However, in spite of Piracicaba lacking the necessary resources to provide ideal conditions for the exercise of teaching, it was well ahead in terms of education, compared to other locations in the province/state of São Paulo. Therefore, with the present research, we expect to contribute to the rescue and registration of a part of the history of São Paulo education within Piracicaba context, given that there are few researches focused on this theme and that the documents found so far point to great potential research.
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Palavras-chave
Educação no Império, Escolas primárias públicas, Escolas primárias em Piracicaba, Education in the Empire, Public primary schools, Primary schools in Piracicaba