Organização da Instrução Pública em Uberaba-MG no contexto da República Velha (1895 - 1917)

Abstract

This is a historiographical research inserted in the studies of the History of Education in Brazil. In general terms, it is about the process of organizing public education in the context of the Old Republic in Brazil (1895-1917), focusing specifically on the municipality of Uberaba-MG. Through the analysis of local characteristics, it seeks to promote the broadening of understanding about the process of organization of public education that occurred in the dawn of the Republic. The following documents were used as sources: Acts of the City Council; records books produced by municipal public authorities; and Teaching Inspection Reports. In general, the present work sought to deal with the process of organization of public education that occurred at the dawn of the republican period, trying to demonstrate how specifically the municipality of Uberaba-MG participated in the process of organizing public education in the early Republican years. In this sense, the study of local reality contributes to the apprehension of this process, leading to a rethinking of the issue, directing the attention to the role played by municipalities in the organization of public instruction during the first republican years, confirmed by the existence of proper forms of public schooling in each municipality. At the end of the reflections, we believe that it was demonstrated that in the first republican years, an educational mobilization took place in Uberaba: an involvement of the municipality in matters related to education. In the analyzed period, in a growing context of social rationalization, there is a recognized process of organization of municipal schooling, with the local power assuming part of the responsibility for public education in its domains. However, municipal instruction at that time was still marked by shortcomings of various orders and by a state of disorganization and precariousness. In which, it was also highlighted the predominance of the school form of the so-called isolated schools.