O processo de criação, implementação e extinção da Escola Normal Rural na meca do ruralismo no Brasil (Piracicaba-SP, 1933 a 1968)
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2024-03-28
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Universidade Estadual Paulista (Unesp)
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A presente tese de doutorado desenvolvida no Programa de Pós-Graduação em Educação da Faculdade de Filosofia e Ciências, Unesp, Campus de Marília, visa historicizar e reconstituir o processo de criação, implementação e extinção da primeira Escola Normal Rural existente no estado de São Paulo, a Escola Normal Rural “Prof. José de Mello Moraes”, em Piracicaba–SP, entre 1933 e 1968, tendo em vista o discurso do Movimento pela Ruralização do Ensino e as disputas políticas e educacionais sobre a existência desse tipo de instituição escolar no estado de São Paulo. O recorte temporal inicia-se no ano de 1933, com o decreto de criação da Escola Normal Rural e finaliza com o ano de 1968, com a reforma de ensino paulista que fixou um currículo básico e comum, sem especificidades, como o ensino ruralizado. Mediante a abordagem da História Cultural, do conceito de Representação e Cultura Escolar, utilizou-se como corpus documental: legislação; artigos de jornais; Relatórios dos Delegados de ensino de Piracicaba; Livro de memórias; e o acervo do Prof. João Chiarini. Em 1932, Sud Mennucci apresentou um projeto de criação de cinco escolas normais rurais, no estado de São Paulo, para formar professores para as escolas primárias rurais e desenvolver uma mentalidade agrícola nos docentes. No entanto, a iniciativa não obteve sucesso. Em 1933, ao retornar à Diretoria Geral de Ensino, ele expôs um novo projeto, reformulando o ensino rural no estado. A proposta foi debatida em âmbito nacional, configurando-se como uma proposição inovadora e distinta de outras regiões do país na criação de escolas normais rurais. Ainda assim, a escola normal rural paulista não se concretizou, imediatamente, demorando a funcionar. Nesse projeto, sendo instituído como decreto em 1933, o educador criou a Escola Normal Rural em Piracicaba, que, segundo Mennucci, era considerada um município vanguardista no ensino rural no Brasil. Dessa forma, conforme as suas convicções, Piracicaba deveria ser a primeira localidade paulista a ter uma escola normal rural, devido às características e as instituições de ensino rural existentes no município. O plano previa, ainda, a criação de outros estabelecimentos educacionais rurais, como os Grupos Escolares Rurais e os Clubes Agrícolas. Das iniciativas propostas no decreto n.º 6.047/1933, apenas a Escola Normal Rural de Piracicaba não obteve êxito e delongou-se 23 anos para o seu funcionamento de fato, sendo implementada no ano de 1956, sob a direção do Prof. Sólon Borges dos Reis, que estabeleceu a Comissão Pró Instalação da Normal Rural. Os resultados da presente pesquisa indicam a existência de diversas iniciativas de escolas normais rurais no estado de São Paulo, em particular a Escola Normal Rural "Prof. José de Mello Moraes", localizada em Piracicaba. A referida unidade escolar é considerada a primeira a funcionar no estado de São Paulo. No entanto, o objetivo de formar educadores primários rurais com uma perspectiva agrícola não foi alcançado, o que resultou em uma educação ruralizada que não conseguisse integrar os habitantes da área rural à terra, contendo o êxodo rural.
This doctoral thesis developed in the Postgraduate Program in Education of the Faculty of Philosophy and Sciences, Unesp, Campus de Marília, aiming to historicize the process of creation, implementation and extinction of the first School to train rural teachers existing in the state of São Paulo, the School to train rural teachers “Prof. José de Mello Moraes”, in Piracicaba–SP, between 1933 and 1968, in view of the speech of the Movement for the Ruralization of Education and the political and educational disputation about the existence of this type of school institution in the state of São Paulo. The time frame begins in 1933, with the decree creating the School to train rural teachers and ends in 1968, with the São Paulo education reform that established a basic and common curriculum, without specificities, such as ruralizad education. Using the Cultural History approach, the concept of Representation and School Culture, the following were used as a documentary corpus: legislation; newspaper articles; Reports from Piracicaba Education Delegates;; Memoir book; and the collection of Prof. João Chiarini. In 1932, Sud Mennucci presented a project to create five rural normal schools, in the state of São Paulo, to train teachers for rural primary schools and develop an agricultural mentality in teachers. However, the initiative was unsuccessful. In 1933, upon returning to the General Directorate of Education, he presented a new project, aimed at reforming rural education in the state. The proposal was debated nationally, configuring itself as an innovative proposition and distinct from other regions of the country in the creation of normal rural schools. Even so, the normal rural school in São Paulo did not materialize immediately, taking a long time to operate. In this project, established as a decree in 1933, the educator created the Escola Normal Rural in Piracicaba, which, according to Mennucci, was considered a vanguard municipality in rural education in Brazil. Therefore, according to his convictions, Piracicaba should be the first location in São Paulo to have a normal rural school, due to the characteristics and rural educational institutions existing in the municipality. The plan also provided for the creation of other rural educational establishments, such as Rural School Groups and Agricultural Clubs, inspired by Thales Castanho de Andrade. Of the initiatives proposed in decree no. 6,047/1933, only the Escola Normal Rural de Piracicaba was not successful and it took 23 years for it to actually operate, being implemented in 1956, under the direction of Prof. Sólon Borges dos Reis, who established the Commission for the Installation of Normal Rural. The results of this research indicate the existence of several rural normal school initiatives in the state of São Paulo, in particular the School to train rural teachers to operate in the state of São Paulo. However, the objective of training rural primary educators with an agricultural perspective was not achieved, which resulted in a ruralized education that failed to integrate the inhabitants of rural areas into the land, containing the rural exodus.
This doctoral thesis developed in the Postgraduate Program in Education of the Faculty of Philosophy and Sciences, Unesp, Campus de Marília, aiming to historicize the process of creation, implementation and extinction of the first School to train rural teachers existing in the state of São Paulo, the School to train rural teachers “Prof. José de Mello Moraes”, in Piracicaba–SP, between 1933 and 1968, in view of the speech of the Movement for the Ruralization of Education and the political and educational disputation about the existence of this type of school institution in the state of São Paulo. The time frame begins in 1933, with the decree creating the School to train rural teachers and ends in 1968, with the São Paulo education reform that established a basic and common curriculum, without specificities, such as ruralizad education. Using the Cultural History approach, the concept of Representation and School Culture, the following were used as a documentary corpus: legislation; newspaper articles; Reports from Piracicaba Education Delegates;; Memoir book; and the collection of Prof. João Chiarini. In 1932, Sud Mennucci presented a project to create five rural normal schools, in the state of São Paulo, to train teachers for rural primary schools and develop an agricultural mentality in teachers. However, the initiative was unsuccessful. In 1933, upon returning to the General Directorate of Education, he presented a new project, aimed at reforming rural education in the state. The proposal was debated nationally, configuring itself as an innovative proposition and distinct from other regions of the country in the creation of normal rural schools. Even so, the normal rural school in São Paulo did not materialize immediately, taking a long time to operate. In this project, established as a decree in 1933, the educator created the Escola Normal Rural in Piracicaba, which, according to Mennucci, was considered a vanguard municipality in rural education in Brazil. Therefore, according to his convictions, Piracicaba should be the first location in São Paulo to have a normal rural school, due to the characteristics and rural educational institutions existing in the municipality. The plan also provided for the creation of other rural educational establishments, such as Rural School Groups and Agricultural Clubs, inspired by Thales Castanho de Andrade. Of the initiatives proposed in decree no. 6,047/1933, only the Escola Normal Rural de Piracicaba was not successful and it took 23 years for it to actually operate, being implemented in 1956, under the direction of Prof. Sólon Borges dos Reis, who established the Commission for the Installation of Normal Rural. The results of this research indicate the existence of several rural normal school initiatives in the state of São Paulo, in particular the School to train rural teachers to operate in the state of São Paulo. However, the objective of training rural primary educators with an agricultural perspective was not achieved, which resulted in a ruralized education that failed to integrate the inhabitants of rural areas into the land, containing the rural exodus.
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Escola Normal Rural “Prof. José de Mello Moraes”, Educação rural, Movimento pela ruralização do ensino, Piracicaba/SP, School to train rural teachers “Prof. José de Mello Moraes”, Ruralization of education, Movement for the ruralization of education
Como citar
LEITE, Kamila Cristina Evaristo. O processo de criação, implementação e extinção da Escola Normal Rural na meca do ruralismo no Brasil (Piracicaba-SP, 1933 a 1968). 2024. 254 f. Tese (Doutorado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.