O processo de escolarização pública na Vila de Cotia no contexto cultural caipira (1870-1885)

I aimed to investigate the public schooling process in the Village of Cotia, rural municipality with the caipira cultural characteristics in the Capital paulista surrondings, between 1870 and 1885.In the period was an economic retraction, but the offer of public chairs was increased.I used several sources, such as enrollment books, inspectors, teachers and government reports, legislation, statistic data, journals, baptism and matrimony registers, maps, photos, chronicles, poetry, theatrical play etc., that were interlaced and interpreted, mainly, from the concepts of caipira culture (CANDIDO, 2001a), teacher family (MUNHOZ; VIDAL, 2014), strategy and tactics (CERTEAU), besides Thompson notes (1998) about the law of praxis overlapping the government.In the first chapter I treated the local history emphasizing the delimited context.The local had the economy focused to the tropeirismo, subsistence and the Capital supply.The population was formed mainly by small farmers and ranchers and the districts were dispersed and with common characteristics, but with some particularities.In the second chapter, to visualize the schooling process, I presented maps with the localization of the school installing districts, enabling to verify the schooling internalization and the problems due the difficulties in borders demarcation with the surrounding municipalities.In the third chapter I gave prominence to the teachers.The couple Maria Joanna do Sacramento and João José Coelho lived in a teaching home, where some teaching practices were shared.The sources confirmed that the teachers of the Village chairs had stable permanence; the district teachers, in contrast, remained briefly in the chairs, evidencing the restricted nature of life in rural districts.In general, they didn't exercise other positions prior to teaching, but after some exercise other functions in public sectors.I've presented the precarious material conditions of work lived by the teachers, which resulted in the student's learning outcomes.The forth chapter expounded the cotiano students.The lack of frequency was mainly motivated by working in the fields, evidencing the local rurality and the non-compliance of the teaching obligatory law (1874).Nevertheless, the data showed an increase of 407% of students and that many girls attended private colleges in 1872.The analyses of the class composition of four chairs showed that the average of enrollments on the district was higher than the Village, and that this had a higher flow of students, evidencing its dynamic character comparing to the district.Many students were eliminated by moving reasons (mainly to small farms) or by being away for more than three months.Half of students studied with other family members, evidencing that their parents/tutors preferred that they went together to the classes.Most of teachers qualified their students and parents, allowing the confirmation of four students "ingênuos" in the classes, of which two studied with the children of their Lord's mother, proving the hypothesis that in this context lords and slaves had a nearest relation than in richer places of the Province and that the life outside school reflected inside it

Archaeology · Art · Capital (architecture · Cultural capital · Geography · Humanities · Legislation · Political science · Population · Sociology · Demography · Law · Philosophy · Rural and Ethnic Education

• Escola pública para os negros e os pobres no Brasil

  Open Access•Cynthia Greive Veiga, Márcio Antônio Paiva•Revista Brasileira de Educação•2008

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