1.1. Population

In regard to the population of the states of SP, MG, RJ, and the DF, we will begin by examining the evolution of the population from 1890 to 1960. Then, we will look at the municipalities that had more than 50 thousand inhabitants in 1960; and finally, we will qualify the age ranges of the population in these states and the DF from 1940 to 1950.

The data in Table 1 show that between 1890 and 1960, there was significant population growth in the states of SP, MG, the DF, and RJ. In this respect, SP stands out, as it attained 814% growth in population between 1890 and 1960, passing from 1.4 to 12.8 million inhabitants, with acceleration that occurred mainly from 1920 on. In the DF, population growth until 1960 was also robust, but below the percentage attained by SP, increasing from 500 thousand to 3.3 million inhabitants, recording a population growth of 560%. As for RJ, population growth between 1890 and 1960 was around 378%, with a change from 1.4 to 6.7 million inhabitants. MG, in turn, had a high population base in 1890, at around 3.2 million inhabitants, which reached 9.8 million in 1960, registering growth of approximately 206%, the lowest in the period under analysis.

Furthermore, regarding the data presented in Table 1, it can be asserted that in SP, from 1950 on, there was predominance of the urban population over the rural, which became more significant in 1960, with 8 million inhabitants in the urban area and 4.8 million in rural areas, amounting to 62.5% and 37.5%, respectively. In the DF, in 1950, the urban concentration was even higher, around 96%, but in that case, for understandable reasons, given that it was the capital of Brazil. In RJ, in turn, the population living in the urban area in 1950 totaled 72.3%. However, in MG, the data are very different, with repeated predominance of the population that inhabited the rural area, although with a decrease in the difference between the percentages of those that inhabited the rural area in relation to the urban area, as shown by the data - 74.6% of the population of MG inhabited rural areas in 1940, which successively decreased to 70% in 1950 and to 60% in 1960.

In 1960, in the states of SP, MG, and RJ, there were 71 municipalities that had a population greater than 50 thousand inhabitants. Most prominent was the municipality of São Paulo, capital of the state with the same name, with a little more than 3.7 million inhabitants, far and above the population of the other municipalities. For other larger populations, Belo Horizonte, the capital of MG, was in second place, with a little more than 690 thousand inhabitants, and after that, the city of Nova Iguaçu, RJ, with a little more than 356 thousand inhabitants. However, cities with up to 99 thousand inhabitants predominated, a total of 48 municipalities, 67% of the total. SP had 28 cities with more than 50 thousand inhabitants and MG had 27. RJ, in turn, had a total of 16 municipalities of that size. In all cases, cities with up to 99 thousand inhabitants predominated.

The data presented in Table 3 show that the population of SP, MG, RJ, and the DF was concentrated in the age range of up to 24 years, with a mean percentage of 60% of the population. The population at the age of attending primary school and secondary school was much beyond the population at the age of attending higher education, in a ratio nearly always greater than 80% for these first two levels of education. In regard to the primary and secondary levels, we can somewhat safely affirm that the populations at the age of attending these two levels of education were of nearly equal percentages, which denotes pressure for openings especially in relation to secondary school, given the lack of establishments at that time.

1.2. Reading and writing

Apparently, statistical information about the situation of the population of SP, MG, RJ, and the DF regarding mastery of reading and writing would be important, which was possible for the years 1940 and 1950, over a span of 10 years, which allows one to indicate possible changes in schooling processes.

Regarding reading and writing, between the years 1940 and 1950, according to the data presented in Table 4, one can perceive considerable discrepancies. In SP and the DF, the number of people who read and write reaches percentages above 50%, with the 84% registered in the DF in 1950 standing out. RJ and MG, in turn, had lower percentages in 1940, around 35% of the population reads and writes, with only a slight improvement for MG in 1950, but a very significant improvement for RJ, which reached 57% of the population. In general, however, in 1950, the percentages related to illiteracy remained high, especially in MG, with more than 60% of the population under these conditions. This was followed, at some distance, by RJ and SP, with 43% illiteracy in RJ and 41% illiteracy in SP. In the DF, however, there was a reduction in illiteracy, which affected 16% of the population in question.

1.3. Secondary Education

In this part of the article, we will discuss secondary education in SP, MG, RJ, and the DF, with emphasis on the following aspects: expansion in the number of enrollments, evolution in the number of educational establishments, connection of the schools to the different bodies promoting education (state, civil society, and religious denominations), and evolution in the number of openings in the different municipalities of the states analyzed³.

It can be seen from the data presented in Tables 5 and 6 that between 1945 and 1959, there was a considerable growth in the number of establishments dedicated to secondary education, from 827 to 2,715, which reveals an increase of approximately 228%. During that period, the states of SP, MG, RJ, and the DF had the largest number of establishments, 61.9% in 1945 and 55.5% in 1959. In both analyses, the largest number of secondary education establishments was in SP, at 27.8% in 1945 and 25.3% in 1959. After that came MG, with 16.6% and 16%; the DF, with 11.1% and 7.9%; and RJ, with 6.4% and 6.3% in the respective years.

The data presented in Tables 7a, 7b, 7c, and 7d, which refer to enrollments in secondary education in SP, MG, RJ, and the DF, show the predominance of the private sector in providing for enrollments, especially in the year 1955. The percentages in descending order are 83.7% of enrollments in MG; 81.5%, in RJ; 76.7%, in the DF; and 57.8%, in SP. In this respect, SP shows balance in the number of enrollments between the private and public sectors, which shifted towards the public sector in 1963, at which time the level of 51.5% of enrollments in the public sector was reached in SP. However, in 1963, MG and RJ maintained high percentages of enrollments in the private sector, at 74.3% and 80%, respectively.

Regarding conclusions, there was predominance of the private sector. In RJ, the conclusions in the private sector exceeded 80%, in contrast with the number of conclusions in the public sector. This fact is repeated in MG, with the private sector exceeding 75% of the conclusions in the period. In the DF, in 1955, conclusions in the private sector, at 79.5%, exceeded those in the public sector, at around 20.5%. In SP, there was also predominance of conclusions in the private sector, with more modest numbers, though always above 60%.

The data presented in Table 8 show that in SP, MG, RJ, and the DF, educational establishments linked to the private sector predominated in the year 1945, which was more striking in MG, RJ, and the DF, with percentages that exceeded 79%, far above establishments linked to the public sector. In SP, private establishments also predominated, but with a lower percentage, around 61%, with a balance in the number of establishments maintained by civil society and by religious denominations. This situation was not repeated in the others, since, in MG and RJ, establishments linked to religious denominations predominated, most notably Catholic. Only in the DF was there strong predominance of establishments linked to civil society.

In 1959, there were changes and continuities with regard to the bodies promoting education. Thus, in SP, the number of establishments maintained by public authorities increased to 56% of the total, with religious denominations attaining greater relevance in the private sector. In MG, there was a decrease in the predominance of the private sector, though it maintained a considerable 67% of the total, with a balance between establishments maintained by civil society and by religious denominations. However, the DF and RJ maintained high percentages of establishments under the care of the private sector, at 89% and 91% of the total, respectively. The DF came to a balance in the maintenance of establishments by civil society and by religious denominations; and in RJ, the presence of religious denominations increased significantly, which came to attain 73% of secondary education establishments available in 1959.

The data presented in Tables 9a, 9b, 9c, and 9d show that the state of SP leads in the number of municipalities with three or more establishments of secondary education, because in 1945, it had 16 municipalities under these conditions. In the capital, there were 73 establishments, making up 54.9% of a total of 134 establishments. After that came Santos (11 establishments, 8.2%), Campinas (8 establishments, 6%), Ribeirão Preto (5 establishments, 3.7%), and Bauru (4 establishments, 3%). The other 11 municipalities had 3 establishments of secondary education each, making for a total of 33 establishments (24.2%). In this total of establishments of SP, 134 total, most of them, 114 (85%), were linked to the private sector. Among them, 64 (48%) were linked to civil society and 50 (37%) to religious denominations. The state public sector was responsible for only 20 establishments (15%).

Considerably distant from SP was MG, with 7 municipalities with more than three establishments of secondary education in 1945, making for a total of 41 establishments. Of these, 19 (46%) were located in the capital, Belo Horizonte. After that came Juiz de Fora, with 6 establishments (14.6%), and Uberlândia, with 4 establishments (9.8%). The other 4 municipalities had 3 establishments each, which made for a total of 12 (29.6%). In terms of the bodies promoting education, only 6 (15%) establishments were linked to the public sector. The others, a total of 35 establishments, were mostly linked to religious denominations, with 26 establishments (63%), especially in Belo Horizonte, which accounts for half of this number. Civil society, in turn, maintained 9 establishments (22%).

In 1945, RJ had only 4 municipalities with more than three establishments of secondary education. Niterói ranked first, with 14 (48.2%) establishments. It was followed by Petrópolis, with 7 (24.1%); Campos, with 5 (17.3%); and Nova Friburgo, with 3 (10.4%). Most of the establishments were linked to the private sector, with a balance between civil society with 12, (41.4%) and religious denominations with 10 (34.5%) of the establishments. The public sector, in turn, was responsible for 7 (24.1%) establishments, the highest percentage seen thus far.

It can be seen from the data presented in Tables 10a, 10b, 10c, and 10d that the state of SP also leads the number of municipalities with 4 or more secondary education establishments, given that it had 25 municipalities in these conditions in 1959. In the capital there were 195 establishments, making up 56.2% of a total of 347 establishments, which reinforced its predominance in the state of SP. Next was the city of Campinas, which surpassed Santos, with 16 establishments (4.6%). Then came Santos (14, 4%), Ribeirão Preto (11, 3.2%), and Sorocaba (10, 2.9%). The other 20 municipalities had from 4 to 8 secondary education establishments each, making for a total of 101 establishments (29.1% of the total). Of all these establishments in SP, 347 in all, most of them, 215 (62%) were linked to the private sector, and of these, 90 (25.9%) to civil society and 125 (36.1%) to religious denominations. The state public sector was responsible for 116 establishments (33.4%), a considerable increase over the 1945 data.

Still quite distant from SP, MG had 14 municipalities with more than 4 establishments of secondary education in 1959, with a total of 124 establishments of secondary education. Of these, 51 (41.1%) were located in Belo Horizonte, capital of the state of MG. Next came Juiz de Fora, with 17 (13.7%) establishments, and Uberaba with 9 (7.3%). The others, 11 municipalities, had 4 to 5 establishments each, which makes for a total of 47 (37.9%). In terms of the bodies promoting education, 29 (23.4%) establishments are linked to the public sector. The others, a total of 87 establishments, are mostly linked to religious denominations, with 60 (48.4%) establishments, especially in Belo Horizonte, which accounts for just over half of this number. Finally, civil society maintained 27 (21.8%) establishments.

In 1959, RJ was close to MG, with 13 municipalities with more than 4 secondary education establishments. Niterói ranked first, with 24 (23.5%) establishments. It was followed by Petrópolis with 11 (10.8%) and São Gonçalo with 10 (9.8%). Most of the establishments were linked to the private sector, with a balance between civil society with 31 (30.4%) and religious denominations with 36 (35.3%). The public sector, in turn, was responsible for a significant 35 (34.3%) establishments, the highest percentage seen thus far.

The state of RJ stands out in terms of the offer of secondary education in its municipalities, as this level of education was available in more than 97% of its municipalities between 1957 and 1962, the highest percentage among the states analyzed here. SP is in second place, offering secondary education in more than half of its municipalities, 52% in 1957 and 61.6% in 1962. In this aspect, MG had the lowest percentage of municipalities offering secondary education, 37.1% in 1957. But it had a considerable effort of improvement, especially from 1960 on, reaching a percentage close to SP, around 61%, though this was still far from RJ.

3.1. Bibliographical production

Through the bibliographical survey carried out for São Paulo, Minas Gerais, Rio de Janeiro, and the Distrito Federal, based on the analysis of Tables 13a, 13b, 13c, and 13d, it can be affirmed that the state of São Paulo exhibited the highest result for research related to the topic of secondary education, with 102 studies. Minas Gerais exhibited 57 results and Rio de Janeiro 35. The Distrito Federal was the region with the smallest number of results, only 4 studies.

Considering the results shown for São Paulo (Table 13a), there is a higher incidence of academic studies at the master's level, with a total of 51 theses, that is, 50% of the total of studies found. After that, articles gain prominence, with 25 productions, while the dissertations add up to 17 results. Books (5) and chapters (4) do not yet stand out in the historiography of secondary education for São Paulo.

In Minas Gerais (Table 13b), theses are also prominent, representing 56.1% of the results obtained of a total of 57 studies described. However, in relation to the other regions, Minas Gerais stands out in the production of 9 books specifically on the topic of secondary education. The dissertations are in third place, with 7 productions, and then chapters (5) and articles (4).

Rio de Janeiro (Table 13c) showed 35 results in the topic of secondary education. Theses and articles stand out in quantity, 10 and 9, respectively, while dissertations, books, and chapters were of lower frequency, 7, 5, and 4, respectively. Despite these results, the number of studies for this region is considerable compared to the Distrito Federal (Table 13d), which showed only 4 results: 2 dissertations, 1 article, and 1 thesis.

3.2. Topics

The studies identified by regions were grouped into central topics, as can be seen in Tables 14a, 14b, 14c and 14d. The topics “history of school institutions” and “history of secondary education” were present in all regions. However, as can be seen in the footnote of Table 14a, the state of São Paulo further defined the topic “history of school institutions” by considering the specificity of the institution and the modality of offer (public, private, or both).

This topic also represented 24.5% of the results obtained in São Paulo, with 25 studies, while the “history of secondary education”, with a total of 22 productions, represented 21.5% of the entire survey carried out. The topic “vocational middle schools” also stood out, with 13 productions, that is, 12.7% of all studies found. With the same result, the topic “school subjects and curriculum” was also important. The “experimental classes”, “teacher training”, “secondary education and printed material” and “entrance examinations” had similar results: 9, 6, 6, and 5 respectively. On the topic “secondary education and material culture”, the smallest number of productions were found. There were 3 results, corresponding to 3% of the total number of studies identified.

Minas Gerais (Table 14b) exhibited 42 studies on the “history of institutions”, a difference of 17 studies compared to the state of São Paulo. However, the “history of secondary education” showed 9 results, a difference of 13 productions in relation to the state of São Paulo, which had 22 productions for this topic. The other topics, “history of the teaching profession”, “state, church, and secondary education”, “physical education and exercise in secondary school”, “history of educational printed material”, “political and cultural history”, and “cultural heritage” had one production each.

As for the state of Rio de Janeiro (Table 14c), 35 studies were identified. The topics are concentrated in 4 areas: “history of institutions”, with 17 productions; “history of secondary education / organization of secondary education”, with 9 studies; “teaching profession”, with 6; and “sponsorship / private initiative”, with 3 results. The Distrito Federal (Table 13d) was the state with the smallest number of productions, a total of 4 results. Of this total, 2 studies deal with “history of institutions”, while the topics “history of secondary education” and “intellectual pathway” obtained 1 result each.

The State with the greatest diversity of topics was São Paulo, likely because of the specific characteristics of the region in the process of implementing secondary education. However, in general, the topic that generated the greatest interest on the part of researchers was the “history of school institutions”.

3.3. Institutions

With regard to educational institutions responsible for theses and dissertations, in the state of São Paulo (Table 15a), the Pontifícia Universidade Católica of São Paulo represented 34% (23 studies found). Still in the field of private institutions, the Universidade Católica de Santos presented 5 academic studies on secondary education. USP, Unicamp, and Unesp were the public universities that, after PUC-SP, developed the greatest production with topics directed toward secondary education: 12, 10, and 9, respectively. The other public and private institutions had numbers ranging from one to three studies on the topic.

In Minas Gerais (Table 15b), UFU and UFMG had the highest number of studies, 13 and 10, respectively. The private university that stands out with the largest number of studies on the subject of secondary education in Minas Gerais is the Universidade São Francisco, in the state of São Paulo, with 4 productions. The other public or private universities in Minas Gerais developed from one to three studies each.

In Rio de Janeiro (Table 15c), the Universidade Federal Fluminense showed 8 results, while the Pontifícia Universidade Católica of Rio de Janeiro obtained 3 productions. The other public and private universities had only 1 result each.

As for the Distrito Federal (Table 15d), of the 3 theses and dissertations identified, two studies were developed by the Universidade Federal do Rio de Janeiro and one by the Pontifícia Universidade Católica de São Paulo.

From this information, we can observe that in the state of São Paulo, there was predominance of academic studies directed toward secondary education, which were concentrated at PUC-SP. In turn, in the other states, the concentration of studies was linked to public universities. Also worthy of note is that secondary education in Minas Gerais was considerably investigated in theses and dissertations from institutions of other states (about 28%), as well as from institutions of the Distrito Federal (33%). In São Paulo and Rio de Janeiro, studies are carried out mainly by institutions of the state itself. There is also projection of São Paulo institutions, which hosted theses and dissertations on all other states.