<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012020000100105</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v42i1.44862</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A constituição do direito social à educação em legislações mineiras da década de 1920]]></article-title>
<article-title xml:lang="es"><![CDATA[La constitución del derecho social para la educación en los legislación de lo estado Minas Gerais (Br) de la década de 1920]]></article-title>
<article-title xml:lang="en"><![CDATA[The constitution of the right social to education in the State of Minas Gerais legislation of the 1920 decade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Marlos Bessa Mendes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012020000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012020000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012020000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O trabalho apresenta pesquisa sobre duas legislações surgidas nos anos de 1920 no Estado de Minas Gerais. A primeira refere-se à lei 800, de 27 de setembro de 1920 (reorganiza o ensino primário do Estado e contém outras disposições); a segunda, produz a regulamentação da lei 800, aprovada em 1924. O suposto é de que a legislação expressa um tempo histórico, vale dizer, mais do que intenções de elites governantes, ela é expressão de uma época, com seus problemas, bem como de valores que ordenam o tratamento das questões. A hipótese que procuramos demonstrar é de que tais legislações são indicadoras de um tempo histórico já na fase do &#8216;entusiasmo educacional&#8217;, na caracterização de Jorge Nagle (2001), porém ainda precedendo a constituição do direito social à educação, marco da modernidade educacional brasileira e mundial. A dimensão faltante para o ingresso no novo tempo é precisamente a permanência de uma concepção genérica de cidadania revelada numa ordenação escolar que fragiliza o protagonismo público. Isso ocorre seja através de concepção de obrigação da oferta educacional dividida com a sociedade, seja através da exigência de &#8216;consciência cívica&#8217; do povo antecedendo a oferta, numa clara culpabilização deste que limita a expansão escolar. O procedimento do trabalho faz-se pela exegese das fontes legais normativas e regulatórias, incluindo nestas as Atas escolares, bem como pelos debates legislativos registrados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El documento presenta investigaciones sobre dos legislaciones que surgieron en la década de 1920 en el estado de Minas Gerais. El primero se refiere a la ley 800 de 27 de septiembre de 1920 (reorganiza la educación primaria del Estado y contiene otras disposiciones); el segundo, produce la regulación de la ley 800, aprobada en 1924. Se supone que la legislación expresa un tiempo histórico, vale la pena decir, más que intenciones de las élites gobernantes, es una expresión de un tiempo, con sus problemas, así como valores que ordenan el tratamiento de las cuestiones. La hipótesis que buscamos demostrar es que tales legislaciones son indicadores de un tiempo histórico ya en la fase de "entusiasmo educativo", en la caracterización de Jorge Nagle (2001), pero aún precediendo a la constitución del derecho social a la educación, un marco de Modernidad educativa brasileña y global. La dimensión que falta para entrar en el nuevo tiempo es precisamente la permanencia de una concepción genérica de la ciudadanía revelada en una ordenación escolar que debilita el protagonismo público registrados. Esto ocurre ya sea a través de la concepción de la obligación de la oferta educativa dividida con la sociedad, ya sea a través de la exigencia de "conciencia cívica" de las personas que preceden a la oferta, en una clara culpabilidad de esta que limita la expansión escolar. El procedimiento de trabajo se realiza mediante la exégesis de fuentes legales normativas y reglamentarias, incluso en estas actas escolares, así como por los debates legislativos registrados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This research aims to present two legislations created in 1920 in Minas Gerais. The first one is about the law 800 from 27th November 1920 which reorganizes the primary school in the State and it also contains others rules. The second one regulates the law 800 that was endorsed in 1924. The alleged is that the legislation expressed a historical time, that is to say, more than intentions of ruling elites, it is an expression of an era, with their problems, as well as ordering the treatment of values issues. The hypothesis that we seek to demonstrate is that such laws are indicative of a historical time in the phase of educational enthusiasm, on characterization of Jorge Nagle (2001), but even preceding the establishment of the social right to education, that is a historical watershed of the modernity of Brazilian and worldwide educational. The missing dimension for to enter into the new time is precisely the permanence of a generic conception of citizenship unveiled at an ordination that weakens the role public school. It occurs either through the obligation of the public offer of educational shared with the society, either through the requirement of civic consciousness of the people preceding the public offer, in a clear scapegoating this school expansion limits. The work procedure is done by legal sources exegesis and regulatory standards, including in the school minutes, as well as the legislative debates.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[direito social à educação]]></kwd>
<kwd lng="pt"><![CDATA[legislações mineiras]]></kwd>
<kwd lng="pt"><![CDATA[ensino primário]]></kwd>
<kwd lng="es"><![CDATA[derecho social a la educación]]></kwd>
<kwd lng="es"><![CDATA[leyes mineras]]></kwd>
<kwd lng="es"><![CDATA[primaria]]></kwd>
<kwd lng="en"><![CDATA[right social to education]]></kwd>
<kwd lng="en"><![CDATA[Minas Gerais&#8217;s law]]></kwd>
<kwd lng="en"><![CDATA[primary school]]></kwd>
</kwd-group>
</article-meta>
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