<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-7806</journal-id>
<journal-title><![CDATA[Cadernos de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Hist. Educ.]]></abbrev-journal-title>
<issn>1982-7806</issn>
<publisher>
<publisher-name><![CDATA[EDUFU - Editora da Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-78062024000100424</article-id>
<article-id pub-id-type="doi">10.14393/che-v23-e2024-39</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O movimento da educação escolar no município de Piracicaba/SP (1880-1910)]]></article-title>
<article-title xml:lang="es"><![CDATA[El movimiento de educación escolar en el municipio de Piracicaba/SP (1880-1910)]]></article-title>
<article-title xml:lang="en"><![CDATA[The school education movement in the city of Piracicaba/SP (1880-1910)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martin]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Honorato]]></surname>
<given-names><![CDATA[Tony]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Cesar Romero Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-78062024000100424&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-78062024000100424&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-78062024000100424&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objeto o município de Piracicaba, situado no interior do estado de São Paulo. O escopo é identificar se ocorreu um desenvolvimento concomitante de diferentes aspectos - social, político, cultural, educacional e urbanístico - entre 1880 e 1910, momento em que Piracicaba se destacava pela quantidade e diversidade de instituições de ensino. O fundamento teórico-metodológico tem como base a categoria historiográfica Município Pedagógico. As fontes documentais são de abrangência imperial/federal, provincial/estadual e municipal, integradas a fontes bibliográficas e jornalísticas do período. Os resultados revelam que houve um desenvolvimento geral síncrono de diferentes setores em Piracicaba, principalmente, no contexto da Proclamação da República. Quanto mais o município prosperava, o montante e pluralidade de tipos de instituições de ensino aumentava exponencialmente. Como desdobramento de todo esse processo conjunto foi possível identificar que ocorreu integração, participação e formação de identidades coletivas, que possibilitou à Piracicaba a constituição de um quadro histórico-pedagógico singular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se centra en el municipio de Piracicaba, ubicado en el interior del estado de São Paulo. Tiene como objetivo identificar si hubo un desarrollo concomitante de diferentes aspectos - sociales, políticos, culturales, educativos y urbanísticos - entre 1880 y 1910, cuando Piracicaba se destacó por la cantidad y diversidad de instituciones educativas. La fundamentación teórico-metodológica se fundamenta en la categoría historiográfica Municipio Pedagógico. Las fuentes documentales son de ámbito imperial/federal, provincial/estatal y municipal, integradas con fuentes bibliográficas y periodísticas de la época. Los resultados revelan que hubo un desarrollo sincrónico general de diferentes sectores en Piracicaba, principalmente en el contexto de la Proclamación de la República. Cuanto más prosperaba el municipio, aumentaba exponencialmente la cantidad y pluralidad de tipos de instituciones educativas. Como resultado de todo este proceso en conjunto, fue posible identificar que hubo integración, participación y formación de identidades colectivas, lo que permitió a Piracicaba constituir un marco histórico-pedagógico único.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article focuses on the municipality of Piracicaba, located in the interior of the state of São Paulo. It aims to identify whether there was a concomitant development of different aspects - social, political, cultural, educational and urbanistic - between 1880 and 1910, when Piracicaba stood out for the number and diversity of educational institutions. The theoretical-methodological foundation is based on the historiographic category Pedagogical Municipality. The documentary sources are of imperial/federal, provincial/state and municipal scope, integrated with bibliographic and journalistic sources of the period. The results reveal there was a general synchronous development of different sectors in Piracicaba, mainly in the context of the Proclamation of the Republic. The more the municipality prospered, the amount and plurality of educational institutions types increased exponentially. As a result of this whole process, it was possible to identify that there was integration, participation and formation of collective identities, which enabled Piracicaba to constitute a unique historical-pedagogical framework.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Município Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[História da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Piracicaba]]></kwd>
<kwd lng="es"><![CDATA[Municipio Pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Educación]]></kwd>
<kwd lng="es"><![CDATA[Piracicaba]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Municipality]]></kwd>
<kwd lng="en"><![CDATA[History of Education]]></kwd>
<kwd lng="en"><![CDATA[Piracicaba]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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