“Escola” Polivalente de Araguari-MG (1971-1974): modernização e qualificação técnica

Abstract

The object of the research is the School Institution “Polivalent State School” in Araguari-MG. (1971-1974), located in the design of the policy to promote professional technical training, in the convergence of interests and protagonism of social and political agents of federated entities. The investigative question was, how was the institution “Polivalent School”, recommended for professional technical training in Araguari-MG, configured in the period 1971-1974, in the discourse of modernization? Its objectives were Historicize the Polivalent School of Araguari (1971-1974), configured by the institutionalization policy of the Polivalent Schools, under the discourse of technical and professional modernization; Contextualize the institution at the national and regional level, located in the policy of the MEC/USAID agreements for the qualification of labor, in the projects and programs of the Polivalent Schools; Know the institution, understood in the aspects such as functional and curricular structure in order to scale the technical training and modernization at the time. The theoretical framework based on the field of History of Education and School Institutions, to conceptualize school institution in materiality and existence, in a given time and space. The definition of the technical training policy, subsidized by the MEC/USAID agreements, counted on the contribution of legislation and technical documents referring to the application plan that supported the actions of the Polivalent Schools; The emphasis on the modernization of processes, with the increase of tools, artifacts and structures, implemented at the “Polivalent School” in Araguari-MG, indicated the traits that marked the institutional existence of the period. Methodologically, it is a historical, descriptive and analytical research, supported by official sources and records, such as, the school legislation of the period, reports on International Agreements and Agreements. As a result, it was found that the institution would have articulated professional technical qualification, under the aegis of the discourse of modernity. The analysis of the sources composed the articulating arguments about the modernization experience and the technical training recommended in the institutional project. By historicizing the Polyvalent institution, we see that modernity is found in the various marks and registers that express the actions aimed at training adolescents and young people; in the institutional equipment, in the construction of masonry (known as reinforced cement) and in the machinery for the curricular training of special subjects. The structure of machines, laboratories and technical training are signs that we consider modern insofar as they provided the subjects with different conditions to take the courses implemented, configuring a differential in the created school.