A normatização do ensino primário no Rio Grande do Sul nos impressos pedagógicos do CPOE/RS e na revista do ensino (1947-1971)

Abstract

This study analyzes the publications of the Centro de Pesquisas e Orientações Educacionais do Rio Grande do Sul (CPOE/RS) and the Revista do Ensino do Rio Grande do Sul (RE/RS) in order to highlight the standardization model of the primary school in Rio Grande do Sul between 1947 and 1971 disseminated by these pedagogical forms, seeking to observe the organization of an educational system designed to meet the social and economic demands of a historical period in which primary education was understood as a fundamental piece for forwarding solutions to social issues. Methodologically, it is a research based on the theoretical of the historical-critical perspective and a technical-methodological approach to the collection and treatment of research data based on document analysis. Thus, it seeks to problematize the social, economic and political contexts that influenced the renewing processes of teaching practiced in the period and that were materialized in the pedagogical forms of CPOE/RS and in the RE/RS with a view to the standardization of teaching. Thus, it is considered possible to understand and interpret the past and, consequently, the proposals that were disseminated among the teachers from Rio Grande do Sul in the period with the intention of promoting and strengthening the organization and rationalization of teaching in Rio Grande do Sul. The time frame of the research considers the year 1947, when the first Bulletin of CPOE/RS was published and, 1971, when brazilian education was reorganized with Law No. 5.692/71 and the Center was extinguished. Preliminarily it is possible to highlight that by regulating, that is, by imposing a norm, the government of the State of Rio Grande do Sul was, through the technical-scientific work of CPOE/RS and the credibility of the RE/RS, promoting gaucho education in the direction that suited him. Thus, rather than using the authorized and scientific discourse of the Center's technicians, SESP/RS used educational expertise that met the state's economic and social needs and thus placed education at the service of processes hegemonic. In this sense, the publications of CPOE/RS and RE/RS were some of the mechanisms found by SESP/RS to disseminate and, consequently, standardize the teaching that should be practiced in the state.