OS LIVROS ESCOLARES DE AUTORES MARANHENSES NA IMPRENSA LOCAL (1860 - 1920).

Abstract

The school book is part of a set of artifacts that make up the material school culture and contributed to putting into practice the teaching concepts proposed in Brazil. The objective of this research, which is linked to the Graduate Program in Education at UFMA and inserted in the line of research History, Educational Policies, Work and Human Formation, is to analyze the representations of school books in the Maranhão press between the end of the 19th century. and beginning of the XX. The theoretical methodological assumptions of Cultural History are used based on its three inseparable axes and we are supported by bibliographic and documentary research: the first, based on studies on the theory of history and the history of the school book, as well as the history of the Maranhão and the local press; the second, focused on newspapers, reports and official letters from inspectors of public education and provincial presidents, as well as on education laws and regulations, identifying 32 school books by local authors in the periodicals, although multiple representations emanate from these sources to from different interests: the Publisher Maranhense (1842-1885) privileging government actions; O Paiz (1863-1889) highlighting the production of the Progresso typography by Belarmino de Matos with which he established a commercial relationship; and the Pacotilha (1880-1939), presenting a critical and favorable attitude to the changes and innovative propositions of the authors. It is concluded that school subjects contributed to the frequency and the way in which these works were represented, giving priority to books on grammar, mathematics, reading and morals, in addition to those on geography and history, as well as the social position of the authors that influenced the way in which they were publicized in the newspapers and in the approval at different levels of education, since the school book, being a cultural object dear to the instances of power, was the target of constant disputes, surveillance and social/cultural arrangements that subjugated its producers, which , through appropriation tactics sought alternatives to these impositions that aimed at the propagation of their works and the adoption in teaching.