Uma cartografia da escolarização infantil em Campina Grande: entre novos discursos, velhas práticas e a emergência do pensamento moderno (1920-1932).

Abstract

The dissertation analyzes the discourses about the process of schooling of childhood in the city of Campina Grande, between the 1920´s and 1932, searching the discursive practices that gave visibility to a new model of school organization founded around medical- Hygienists, political-pedagogical and civic-military. Campina Grande experienced during the 1920s the material and cultural development marked by the primacy it assumed as the center of trade and cotton processing. The growth of the city, as a result of the increase in population and new relations linked to bourgeois sociability, disturbed the literate elite and local politics, who began to think of new directions for the city due to the bias of school formation as an ideal instrument for the transformation and disciplining of individuals . The schooling of the campinenses, especially of the children, had become the target of speeches that tried to demarcate in this process the possibility of the economic and cultural progress desired for the city. Questions about the ideal school model to achieve this were frequent, resulting from knowledge that began to circulate in some sectors of the local society through print. In addition, there were schools that attempted to satisfy the demands of a changing society, proposing changes to teaching, such as the Pedagogical Institute in 1919 and the Solon de Lucena School Group in 1924. The arrival of these establishments exposed new sanitary spaces in the showcase of schooling in Campinense , Pedagogically thought and marked by the secular teaching of strong civic content, pointing to the transition from the masterschool / home-school model to school group characteristics. In order to investigate the transformations developed from this schooling process, we used the methodology of discourse analysis, mapping discourses in printed sources such as books and periodicals, in order to understand them from their production and reproduction conditions, observing the Repetitions, regularities and deviations in their statements. We operate the study in this dissertation with the use, mainly, of the theoretical dialogues established with Michel Foucault (knowledge / power and discourse analysis), Cynthia Greive Veiga (schooling as a device) and Joan Scott (Genre as historical analysis category). In the context of the historiography on education, contributed to the thematic developed in this dissertation, among others authors, Antonio Carlos Pinheiro, Luciano Faria Filho, Clarice Nunes and Heloísa Villela.