História do grupo escolar Rosentina de Santana e Silva em Catalão / GO – 1959 a 1971

Abstract

This research falls within the field of school institution studies and aims to analyze the factors that enabled the establishment and operation of the Rosentina de Santana e Silva School Group from 1959 to 1971. The study examines the social, political, and economic conditions that influenced its foundation and functioning, as well as the educational approach of the group, assessing the pedagogical project adopted and its implications for the school community and the educational development of the region. The research seeks to understand both the educational purpose and the social role of the school, as well as the construction of its identity over time. By exploring these aspects, it aims to deepen the understanding of the impact and evolution of education in the locality, enriching the historical narrative with nuances that reflect the complexities and transformations of society and education. The central issue guiding this study is: What is the representation of the Rosentina de Santana e Silva School Group in the context of schooling in Catalão – Goiás? The historical and documentary research was guided by the assumptions of the New History. To analyze the documents collected during the research, we adopted an approach that dialogues directly with two fundamental concepts proposed by the authors Roger Chartier and Michel de Certeau. The analysis of the representations present in the documents was guided by the concept of Representation as developed by Chartier (1990; 2021). In addition, the operationalization of the research will be informed by Certeau's (2007) concept of “Historiographical Operation”. We sought to understand how the institution contributed to the local educational context, especially in the fight against illiteracy, based on its role in the National Campaign to Eradicate Illiteracy. The representation of the Rosentina de Santana e Silva School Group in the process of eradicating illiteracy in Catalão - Goiás is evidenced as part of a structured and intentional effort to modernize and discipline public education, promoting literacy and civic training. The school emerges as a space for social transformation, reflecting the ideals of order, progress and rationalization, fundamental to the modernization project of the time. The participation of the school group in the Campaign highlights the quest to democratize access to primary education. The socio-economic profile of the families served by the school group, marked by the predominance of rural workers, reinforces the institution's commitment to serving the underprivileged population. The location of the school group in a peripheral area confirms this vocation, by bringing literacy to regions that have historically faced greater challenges in accessing formal education.