Entre leigos e franciscanos: da escola paroquial a escolas reunidas, Vila São Pedro, distrito de Dourados – MT/MS (1957-1979)

Abstract

This research contributes to the expansion of knowledge in the field about History of Education in Mato Grosso and Mato Grosso do Sul. It’s intended to present the educational context based on concepts of space and place, as well as the operating characteristics of the Reunida São Pedro School, settled in the old Nucleus Colonial of Dourados, in the municipality of Dourados (MS). It is inserted in more specific terms in the History of Educational Institutions and also intends to portray the role of the Franciscans in the process of organizing of the Reunida São Pedro School. The general objective of this research was to analyze the participation of Franciscan friars in the creation and operation of this institution, from 1968 to 1979, from the context of formation of Vila São Pedro, district of Dourados, and the process of institutionalization of rural primary education in the south of Mato Grosso/Mato Grosso do Sul. The historical analysis of the proposed theme contemplates considerations about the social agents that participated in the educational expansion and the movement of the Franciscan Order in that region, as well as the most significant aspects of this institution. The theoretical reference had as contribution of the Cultural History developed by Chartier (1982), Certeau (1982) and Le Goff (1990; 2011). The methodology was guided by documentary, biographical and iconographic studies about the object, with emphasis on the records about this institution in the parochial field. In the midst of the challenges presented during the investigative process, it is remarkable that they are not solved by the accumulation or informative juxtaposition of memories and archives, but by the interpellation of becoming concerning temporal and sociocultural space, the main product of the relationships between structures, circumstances, agents, cultures, values, interests, motivations, rationalities, life narratives that characterized and substantiated the educational process.