De instituição educativa de tempo integral a tempo regular: a escola municipal integrada de 1° grau “Aurora Pedroso de Camargo”, em Dourados-MS (1987-1993)

Abstract

This dissertation is situated within the field of research on the history of educational institutions in Brazil and, more specifically, on the history of educational institutions in the state of Mato Grosso do Sul. It is linked to the Research Line History of Education, Memory and Society of the Graduate Program in Education at the Federal University of Grande Dourados (UFGD). The study aims to analyze the process of implementation, organization, and operation of the Aurora Pedroso de Camargo Integrated Municipal Elementary School as a full-time educational institution in the municipality of Dourados, Mato Grosso do Sul, as well as its subsequent transformation into a regular-time school. The analysis considers the structural, political, and pedagogical factors involved in this process between 1987 and 1993. The initial time frame corresponds to the creation of the school through Municipal Law No. 1,419, enacted on June 18, 1987. However, its official establishment occurred only with Municipal Decree No. 102, issued on August 10, 1988, by the mayor of Dourados, Luiz Antônio Álvares Gonçalves. The final time frame refers to the official recognition of the first four grades of elementary education by the State Council of Education (CEE), through Resolution No. 3,557, of May 20, 1993. The research is grounded in the perspective of the New Cultural History, drawing on the works of Chartier (1990), while also engaging with Magalhães (2004) on educational institutions and with the studies on school culture developed by Julia (2001) and Viñao Frago (1995). Methodologically, this is a qualitative historical study based on the analysis of documentary sources, complemented by historical records and iconographic materials. The findings indicate that the school represented a pioneering experience in full-time education in the municipality of Dourados, guided by the principles of comprehensive education. However, its implementation was marked by structural, administrative, and political limitations that ultimately prevented the continuity of the proposal. The study found that the extension of the school day, although conceived as a strategy to improve educational quality, was not accompanied by the conditions necessary for its consolidation, resulting in the school's transformation into a regular-time institution. It is concluded that the trajectory of the Aurora Pedroso de Camargo Integrated Municipal Elementary School during the period under investigation reveals the tensions between the idealized projects of comprehensive education and the concrete conditions for their implementation, thereby contributing to a broader understanding of the history of full-time educational institutions and full-time education policies in local contexts.