Grupo Escolar Presidente Vargas, Dourados-MT: a escola primária urbano/rural em tempos de mudanças no ensino elementar brasileiro (1963-1974)

Abstract

With the Grupo Escolar Presidente Vargas as object of study and contextualizing its insertion and actuation in dialogue with the community to which it was linked, the survey exposes Brazilian educational policies that defined a school model to symbolize the concept of modern national education and how the interpretation of the educational institution presented different perspectives whereas that they changed the public policy directions. Choosing the 1940s as a backdrop for global research, dissertation talks about oriented colonization in southern Mato Grosso through the actions of Colônia Agrícola Nacional de Dourados (CAND) and the expansionist role it played and was responsible for creation of the town that gave birth to District Vila Vargas in 1963, which is the initial time limit of the survey. As a final limit we have the year 1974, when in accordance with Law 5.692 / 71 was extinct the denominations Grupos Escolares of southern Mato Grosso, and consequently the Grupo Escolar Presidente Vargas. For dialogue between the social space and the school at this time and in order to build an overview of the resulting schooling there, we turn to historical sources the existing school collection at the Centro de Documentação Regional of UFGD and UFMS and contact vilavarguense community, from the collected documents (official and unofficial), oral and iconography, we mapped a look at the primary school Douradense and its dialogue with the State prospects for teaching. The Grupo Escolar, teaching model that served as a modern reference for the Brazilian nation since the First Republic, received modifications on their behalf as the national policy was faced with the particularities of each state, and especially the demands of own public education. The school is suited to the social space and while this space was geared to school, stemmed a culture common to both, and as a two-way street, confirmation of living space and socially constructed became thought from the dialogue between school and society. The Distrito de Vila Vargas firm as a social space from the integral relationship between their community and the Grupo Escolar Presidente Vargas and the institution, since then, has become an intrinsic part of the district itself.