Resumen

PESSANHA, Eurize Caldas  y  SILVA, Fabiany de Cássia Tavares. Tempos, espaços e organização do trabalho escolar em três expressões de governos autoritários brasileiros: 1931, 1961 e 1971 - estudo histórico-jurídico comparado do ensino secundário. Educ. Rev. [online]. 2014, n.51, pp.67-83. ISSN 0104-4060.

Brazil lived for a long period under the authoritarian regime which started with Getulio Vargas provisional government, that in 1937 became the Estado Novo (New State), but it was interrupted by an “island” of democratization (1945-1964), and reached its peak during the civil-military dictatorship (1964-1985). Three marks in the legislation for secondary education enabled questioning the relations between education and dictatorship: the “Francisco Campos Reform” (1931); The Law 4.024 (LDB), in 1961, and the Law 5.692, in 1971. Each of them stated and induced curriculum guidelines that changed the time, space and the organization of the school work. This text is anchored in the study and analysis of the periods of the Brazilian education history known as the Public School Itself History, particularly in the phases of the national regulation process of teaching and the pedagogical renovator ideology. (1931-1961), and in the beginning of the normative unification of national education and the productivist conception of school (1961). To do so, we start from the hypothesis that in Brazil, the balance between these phases was associated with the need for broadening the social base of political support, for the consolidation of the pillars, the foundation of the mentality of younger generations on the principles of civic education, only possible through an educational program designed, implemented and sustained rationally and systematically: the middle school. In other words, we are dealing with the question of morality in close association with citizenship, social solidarity, discipline and order, justice, and patriotism. We conclude that the time, space and organization of school work, in the set of measures taken in the organization of secondary education ensured the institution and communication of different signs and symbolic meanings in the symbolic market and nourished a systematic inspection to achieve the highest levels of rationality, control and efficiency which were characteristics of the periods of authoritarianism.

Palabras clave : Middle School; Dictatorship; Space; Time; Organization of the School Work.

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