Política, trabalho e intolerância: ensino primário e as práticas educativas em Minas Gerais (1930-1954)

Abstract

This study analyzes the political representations of labor in the primary education inMinas Gerais, from 1930 to 1954. At this point, one of the important concepts guidingthe reflection about those representations is anchored in the perspectives ofintolerance and the discourses that exclude the non-working individual of the society.The sources for this research are the main teaching materials that were used inprimary education such as textbooks, booklets, teaching methodology books andschool newspapers. Also, non-school materials such as newspaper supplements forchildren, produced by the press in Minas Gerais between 1930 and 1954. Theeducational legislation of the period was also analized. Among the results obtainedwith the research, highlights on the emphasis given to the building of a collectivenational identity, with focus on children "to be prepared to work". That was aninvestment in the industrial work, especially in urban schools. Results also featurethe importance of those newspaper supplements for the children's education and theprecepts that were taught socially. The supplements were an addition to the formaleducation given by the school. It is also noticeable how intense the representationsof intolerance to non-work and non-workers got; a "breeding ground" powered byVargas government, which was legitimized by the labor laws created in the 1930'sand 40's. This intolerance was present in education, pointed as being one of the maindiffusers of conducts and values to be followed, especially in primary teaching: levelof easy access for lower classes. The main academical references to this reseachare based on the concepts about political representations by Eliana de Freitas Dutraand Maria Helena Rolim Capelato; the ideas on established and outsiders by NorbertElias; the views about intolerance in the texts organized by Françoise Barret-Ducrocq; and also the references from the history of Education, which discuss therelationship between political culture and educational practices.