Entre poderes e saberes: o processo de escolarização do município de Ampére entre os anos de 1950 e 1981

Abstract

The research was linked to the Society, Knowledge and Education research line of the Postgraduate Program in Education at the State University of Western Paraná (UNIOESTE) and set out to investigate the schooling process in the municipality of Ampére, PR, between 1950 and 1981, covering rural and urban education. This period was crucial to understand how the colonization of the Vila de Ampére had an impact on local public education, especially with the arrival of immigrants looking to improve their living conditions, promoting agricultural development in the region. The political emancipation of Ampére in 1961, separated from the municipalities of Santo Antônio do Sudoeste and Capanema, marked a turning point in the municipality's educational history. From then on, several schools were created, built or refurbished, but they were only regularized in 1981 by imposition of the State Education Council, in order to comply with the requirements of Law 5.692/71. The research is justified by the lack of studies on the history of education in Ampére. We adopted a theoretical and methodological approach that combines documentary sources, oral testimonials and bibliography. The documentary sources include municipal legislation. The oral testimonies used were from educators who taught during that period, based on the methodology of Oral History. The research showed that since emancipation the municipal government has sought to implement educational policies with the determinations of the state and federal spheres. The municipality of Ampére began to receive investments in the education area, building schools, training teachers and encouraging children to attend school. The expansion of primary and secondary education was fundamental to the development of citizenship and social inclusion, it was one of the first steps towards consolidating the foundations of a more robust educational system. From the mid-1970s onwards, the focus turned more towards the urban sector, promoting the verticalization of schooling, with a view to encourage the industrialization of the municipality. By focusing more on the industrial and services sector, urban growth was favored, triggering a process of exclusion in rural areas, leading to the closure of rural schools from the early 1980s. We conclude that the development of education has also brought significant economic benefits to the municipality of Ampére. By training citizens for new forms of work and encouraging vocational training, schools played a crucial role in adapting the population to the new demands of the job market. Education has therefore become an important tool in the formation of a more qualified workforce, capable of contributing to the development of industrial and commercial activities. With increased access to schooling, many young people who used to live in rural area of Ampére had the opportunity to look for jobs in the urban area, which generated an influx of human capital into the city and helped boost the local economy. This research has not only contributed to an understanding of Ampére's educational history, but has also highlighted the importance of school institutions in the social and cultural development of the community.