ENSINO MÉDIO DO/NO CAMPO E DA/NA CIDADE NO ESTADO DO PARANÁ (1960-1970)

Abstract

The present doctoral dissertation portrays the implementation of high school education directed to rural schools (countryside) and urban schools (cities). In order to achieve this, it identifies in this process the proposal of economic transformation of the rural and urban spaces of the state of Paraná, in Brazil, the directions for the high school education. In this scenario, we compiled, for description and occasional attempts at analysis, legal texts/documents, which, besides determining the principles, inform the curricula, shaping a kind of regional educational and curricular policy for high school education. In view of this, our main objective is to map and describe traces of the curriculum prescribed for high school in the countryside and in the city, as part of the economic development project of the state of Paraná, in the 1960s. This objective comprises the exercise of describing the process of modernization of the Brazilian economy and the investment in education; the nexus apprehended about the relationship between education and work aimed at the projects of economic development (regional and local) in the state of Paraná and; to apprehend the contributions and/or limitations produced by the set of texts/documents adopted. The methodological procedure is based on a historiographical operation based on the intersection between the national and the regional, informed by history, the history of education and the history of high school with approaches to the history of curriculum. We assume that the school curriculum is a social and cultural artifact, whose history consists of an effort to interpret and understand the process by which social groups, in a given time and place, select, organize, and distribute knowledge through educational institutions. At the same time, we defend the thesis that the regionalized high school (in the state of Paraná) indicates a curricular prescription for distinctive education in the countryside and in the city, supposing immersions and delineations by experiences and perspectives competences, demarcated by interests of distinct sectors in the economic development of the countryside and the city, as an expression of the possibilities of technical evolution as a new historical and economic stage. In summary, we register that the professionalization of high school, in the studied time period, is grounded on the implementation of an educational system that trains specialized labor for the countryside (rural areas) and the city (urban areas), with the objective of supplying the work market with specialized workers for the several economic fields that bloomed in these spaces. The State and the economic capital interacted for developmental ideals and capital gain which, we identified as the driving force of the curricular prescriptions targeted to educational institutions.