Instrução pública no Baixo Amazonas e Tapajós: dificuldades e desafios na implantação das primeiras escolas no império

Abstract

The present research deals with Public Instruction in the period of the Empire, aiming to study the process of implantation of "Public Instruction" in the Lower Amazon and Tapajós Region, from the Decree Law of October 15, 1827, extending the analyzes until the end of the Empire, in 1889. The consideration that, in the researched region, education only came to be consolidated in the republican period (COLARES, 2005), led me to question: why wasn't it consolidated before? Have there been any attempts at implantation? If so, why didn't it work? What difficulties and challenges were there in this process? The methodology consisted of surveying, systematizing and using works related to education such as Saviani (2013), Gondra; Schueler (2008) and Ponce (1992), among others. We also used more specific information about the researched region, obtained in codices under the custody of the Public Archive of the State of Pará, the Historical and Geographical Institute of Pará and the virtual newspaper library of the National Library. Thus, it is a bibliographical and documental research. The analysis was performed using Dialectical Historical Materialism. Based on the theoretical assumption, some events of a political, economic and social nature, which directly affected the implementation of public schools in the region, were also correlated to the text, such as Cabanagem, the slave system, the economic cycles of cocoa and rubber. , as well as the performance of several Presidents who governed the Province of Grão-Pará. The research reveals that the process of implementing public schools in the region, now known as Oeste do Pará, the area covered by the Federal University of Oeste do Pará, began in the 19th century without, however, consolidating itself, facing challenges that prevented its affirmation in this part of the Province. Colares (2005), for example, considers that such schools were fragile; This fragility would only begin to be overcome with the arrival of religious orders from the Catholic Church to the region, mainly the Franciscan Friars and the Missionary Sisters of the Immaculate Conception, who developed and consolidated School Education in our study region. Before that, several factors led to the failure of many attempts, as suggested by studies by Damasceno (2017), Lombardi (2010) and Saviani (2015), as we can see throughout this dissertation.