Educação para toda a vida: a cultura escolar católica no colégio Santa Clara de Campinas/ Goiânia-GO (1922-1950)

Abstract

This research was developed together with the Postgraduate Program in Education at the Federal University of Catalão in the line of research: Educational Policies, History of Education and (auto)biographical research. The study's object is Colégio Santa Clara, located in Setor Campinas in Goiânia (GO), focusing on analyzing the Catholic school culture included in the institution since its foundation in 1922 until 1950. The choice of this period is due to two important events: the first, which occurred within the intrinsic scope of Colégio Santa Clara, is the transition process of the institution ceasing to be an educational institution exclusively for girls, a process that began in 1946, but only in 1948 was effective, becoming a mixed school; the second event refers to educational demands extrinsic to the institution in a macro context, which was the beginning of discussions for the creation of the Law of Guidelines and Bases for National Education, promulgated in 1961. It is based on the premise that a school institution with a long history of training several generations maintains prescriptions that define certain standards, norms, rules, rites and conceptions of school culture that make it unique. In this sense, the question arises: what Catholic school culture standardized Colégio Santa Clara de Campinas in Goiânia-GO? The research has as its general objective: to understand the traits of Catholic school culture, prescribed in the institutional existence of Colégio Santa Clara de Campinas. The specific objectives are: to present Colégio Santa Clara in the context of Catholic education in Goiás; substantiate the concept of school culture and the conception of Catholic school culture; characterize the traits of Catholic school culture according to the sources consulted and analyze the Catholic school culture embedded in the institution, understood in relation to Goiás society. From a methodological point of view, the investigation was conducted through bibliographic review and documentary research, using sources from the institutional collection. The documentary sources were obtained from the archive kept at the institution and were selected and categorized in order to indicate the prescriptions and traits of Catholic school culture. The research was based on the work of authors in the historiography of Education, addressing the conception of school culture and the singularities and specificities of the investigated institution. In this way, the internal analysis of Colégio Santa Clara, through the sources used, made it possible to search for traces that led to the interpretation of the links of school culture, whose prescriptions informed the institution's training project over time.