DAS ANÁLISES EM DISSERTAÇÕES E TESES (2004 – 2015) À HISTÓRIA COMPARADA SOBRE A CONSTITUIÇÃO DO ENSINO SECUNDÁRIO (BELO HORIZONTE E CAMPO GRANDE)

Abstract

This paper presents the results of a research developed in the PhD course of the Graduation Program in Education of the Federal University of Mato Grosso do Sul. The objective was to investigate the implementation of secondary education in the cities of Belo Horizonte and Campo Grande, (Theses and Dissertations) produced in the Federal University of Mato Grosso do Sul/UFMS and Federal University of Minas Gerais/UFMG between 2004 and 2015. Based on the concepts of figuration from Norbert Elias's and tactics and strategies from Michel de Certeau, we have constituted what we can call "figurative practices" – a conceptual element that helped us to investigate both the process of implementation of secondary education in the two cities, taking the academic productions as main sources and analyzing the aspects that determined the production of a historiography secondary education, coming from the approach of theses and dissertations as objects. We argue that the implementation of secondary education in Belo Horizonte and Campo Grande was linked to singular factors in the history of these cities, which led us to defend the need for the constitution of a regional comparative history of education. At the same time, we point to the production of a historiographic discourse on secondary education borrowed from a traditional historiography on this subject, which led us to defend the need to produce another historiography of secondary education, comparing the singularities of regional history.