Abstract
This present paper discusses different practices of rural education in two regions of Rio Grande do Sul, the Region of Italian Colonization (RIC) and the Region of Campos de Cima da Serra (RCCS). Both are located in the Northeast of Rio Grande do Sul, but in the same period revealed striking differences in their teaching practices. With the objective of reconstructing a fragmentof the History of Rural Education in Rio Grande do Sul from 1910 to 1940, the investigation uses the methodology of Oral History as well as two collections of memories, where testimonials by students and teachers from rural areas describe the strategies adopted in the rural environment to perform the schooling process. When comparing the two regions, the practices in the RCCS refer mostly to the form of schooling that I have called “Classes with teachers at home.” In the case of the RIC, although public education was poor, it was through the implementation of socalled community schools that education took place. Key words: schooling practices, rural teaching, History, memory.
Highlights
Através das memórias de 15 sujeitos, sete da Região Colonial Italiana (RCI) e oito da Região dos Campos de Cima da Serra (RCCS), a investigação inventariou e analisou as práticas de escolarização desenvolvidas na região rural do nordeste do Rio Grande do Sul, entre as décadas de 1910 e 1940
Both are located in the Northeast of Rio Grande do Sul
the investigation uses the methodology of Oral History
Summary
Através das memórias de 15 sujeitos, sete da Região Colonial Italiana (RCI) e oito da Região dos Campos de Cima da Serra (RCCS), a investigação inventariou e analisou as práticas de escolarização desenvolvidas na região rural do nordeste do Rio Grande do Sul, entre as décadas de 1910 e 1940. Na cidade de Bom Jesus, situada nos CCS, o desenvolvimento da educação de modo geral e do ensino rural de forma específica está relacionado aos interesses da população em busca da ampliação das condições de estudo e reflete algumas marcas deste local, estando mediado não só pela escola, espaço delimitado, mas por outros espaços, como a casa de pais; esses, mediante a contratação de um professor, recebem outras crianças além de seus filhos; a casa de professores, que hospedam os alunos de lugares distantes; as casas de famílias, onde muitas crianças “param” com o objetivo de frequentar uma aula3 próxima.
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