<?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>2238-0094</journal-id>
<journal-title><![CDATA[Revista Brasileira de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Hist. Educ.]]></abbrev-journal-title>
<issn>2238-0094</issn>
<publisher>
<publisher-name><![CDATA[Sociedade Brasileira de História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-00942016000200311</article-id>
<article-id pub-id-type="doi">10.4025/rbhe.v16i2.930</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O projeto republicano de instrução e as escolas isoladas urbanas: entre a transitoriedade e a permanência (Belo Horizonte 1906-1927)]]></article-title>
<article-title xml:lang="en"><![CDATA[The Republican Project of Education and the Urban Isolated Schools: between transition and permanence (Belo Horizonte 1906-1927)]]></article-title>
<article-title xml:lang="es"><![CDATA[El proyeto republicano de instruccion y las escuelas asiladas urbanas: entre la transitoridad y la permanência( Belo Horizonte 1906-1927)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gouvêa]]></surname>
<given-names><![CDATA[Maria Cristina Soares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Afonso]]></surname>
<given-names><![CDATA[Bruna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[Ellen Rose]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nogueira]]></surname>
<given-names><![CDATA[Priscila Bahiense]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>311</fpage>
<lpage>341</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-00942016000200311&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-00942016000200311&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-00942016000200311&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No artigo, busca-se resgatar a presen&#231;a de escolas isoladas na cidade de Belo Horizonte, no per&#237;odo entre 1906 (ano da Reforma Jo&#227;o Pinheiro, que instituiu os grupos escolares no estado mineiro) e 1927 (ano da reforma Francisco Campos, que implementou a pedagogia escolanovista). Adotado como fontes a legisla&#231;&#227;o educacional, os relat&#243;rios de inspetores, as correspond&#234;ncias entre as escolas e a Secretaria do Interior, bem como a rica historiografia da educa&#231;&#227;o mineira do per&#237;odo, tem-se em vista compreender o papel das escolas multisseriadas na educa&#231;&#227;o prim&#225;ria na capital, ap&#243;s a implementa&#231;&#227;o da escola graduada. Verifica-se que, se o prop&#243;sito da reforma de 1906 era a gradual extin&#231;&#227;o das escolas isoladas, estas permaneceram numericamente significativas, predominando nos locais com menor densidade demogr&#225;fica do estado (pequenos n&#250;cleos urbanos e espa&#231;os rurais). No caso de Belo Horizonte, inseridas em uma cidade que se projetava como vitrine do ide&#225;rio republicano, tais escolas funcionavam, em termos de espa&#231;o f&#237;sico, material did&#225;tico, condi&#231;&#227;o docente e investimento na frequ&#234;ncia escolar, em condi&#231;&#245;es que, mesmo inferiores &#224;s dos grupos escolares, eram superiores &#224;s do interior do estado. Observa-se, nas pol&#237;ticas educacionais do per&#237;odo, tanto a precariza&#231;&#227;o do funcionamento dessas escolas quanto o investimento em sua qualifica&#231;&#227;o, caso em que elas se configuravam como um mal necess&#225;rio diante das dificuldades de extens&#227;o da escola graduada a toda popula&#231;&#227;o infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The purpose of this paper is to show the urban isolated schools in the city of Belo Horizonte - Minas Gerais State, from 1906 (when the isolated schools where implemented by the regional government) and 1927 (year of the introduction of progressive pedagogy on the state). Using sources as educational laws, bureaucratic reports and official letters between the government and the schools, as well the substantive historiographical production about Minas Gerais schooling, the aim is to understand the significance of the isolated schools on city schooling after the creation of the graduated ones. If in rural areas isolated schools prevailed, in urban spaces and especially in major cities, one can see that the conditions were better regarding infrastructure, teachers and students conditions. Despite it, graduated schools were considered the ideal model, receiving more investments. In one hand the State projected the end of this kind of school, with the growth of graduated ones. On the other hand the investments were not sufficient to implement that. In conclusion, even precarious, not graduated schools were preserved in order to provide schooling to great number of children.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El art&#237;culo trata de rescatar a la presencia de las escuelas aisladas en la ciudad de Belo Horizonte, en el per&#237;odo comprendido entre 1906 (el a&#241;o de los que establecen los grupos escolares Reforma John Pinheiro en el estado de Minas Gerais) y 1927 (a&#241;o de su retiro Francisco Campos, que implementa la pedagog&#237;a NoVista la escuela) . Fuentes como tener la legislaci&#243;n educativa, los informes de los inspectores, la correspondencia entre las escuelas y el Departamento del Interior, as&#237; como la rica historia del per&#237;odo de la educaci&#243;n minera, tiene el fin de entender el papel de las escuelas pluriseriados en la educaci&#243;n primaria en la capital, despu&#233;s de implementaci&#243;n de la escuela de posgrado. Parece que, si el prop&#243;sito de la reforma de 1906 fue la extinci&#243;n gradual de las escuelas aisladas, permanecieron num&#233;ricamente significativo, siendo dominante en las zonas con menor densidad de poblaci&#243;n del estado (peque&#241;os municipios y zonas rurales). En el caso de Belo Horizonte, inserta en una ciudad que se proyecta como un escaparate ideas republicanas estas escuelas depend&#237;an de las condiciones de funcionamiento (espacio f&#237;sico, material did&#225;ctico, las condiciones de ense&#241;anza y de la inversi&#243;n en la asistencia escolar), incluso m&#225;s bajos que los de los grupos de la escuela, fueron m&#225;s altos que en el estado. Se observa en las pol&#237;ticas educativas de la &#233;poca funcionamiento tan precaria de estas escuelas, como una inversi&#243;n en la calificaci&#243;n, configur&#225;ndola como un mal necesario, por las dificultades en la ampliaci&#243;n de la escuela de posgrado de toda la poblaci&#243;n infantil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola Isolada]]></kwd>
<kwd lng="pt"><![CDATA[Urbano]]></kwd>
<kwd lng="pt"><![CDATA[Instrução]]></kwd>
<kwd lng="pt"><![CDATA[República]]></kwd>
<kwd lng="pt"><![CDATA[Minas Gerais]]></kwd>
<kwd lng="en"><![CDATA[Isolated Schools]]></kwd>
<kwd lng="en"><![CDATA[Urban Areas]]></kwd>
<kwd lng="en"><![CDATA[Schooling]]></kwd>
<kwd lng="en"><![CDATA[Republic]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Multigrado]]></kwd>
<kwd lng="es"><![CDATA[Espacio Urbano]]></kwd>
<kwd lng="es"><![CDATA[Republica]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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