History of teachers´s forming institutions of Brazil-Paraguay boundary: the case of Dourados, Mato Grosso (UNO) -1940-1970

Abstract

This article  is inserted into the network of academic efforts that  has been developing research about educational institutions in Brazil since the 1990s. The intention is to ensure visibility to the history of school education and teacher training institutions, distinguishing the city of Dourados between the years 1940 and 1970. The regional analysis was performed in the light of brazilian economic, political, social and cultural context, consonant with the reflections of Peter Burke (1992) that interprets human actions in the perspective of history, focusing on regional approaches. We also used the interpretative bias offered by recent historiography (English and French) with respect to reading, writing and historical interpretations. The idea was to identify how in different locations or different temporalities the social phenomenon is constructed. Official documents, press editorials, school records, oral testimonies represent some of the sources used. The lack of studies on the educational aspects in the region determined the need to conduct a specific study on the historical dimensions of high school “Escola Normal Instituto Educacional de Dourados”, today named  Escola Franciscana Imaculada Conceiçãoestablished in Dourados since 1955. This resulted in the analyzes of the local forms of representation and its location in the boundary area (Brazil-Paraguay), whose scenario involves political history of expansion, and social and identity construction and memory