Tecendo os fios da educação profissional: a Diretoria do Ensino Industrial entre sujeitos e redes de sociabilidades (1931-1959)

Abstract

This thesis has as its object of study the Directorate of Industrial Education and its relevance for the organization of industrial education. We have as a thesis argument that the Directorate of Industrial Education through the articulation between networks of sociability, ideas and the specific political culture of Industrial Education in Brazil in the period from 1931 to 1959. To prove these hypotheses, we have as a central problem: What actions of the Directorate of Industrial Education in the period from 1931 to 1959 for the organization of Industrial Education? And as secondary problems: how was the Industrial Education Directorate created and what were the phases? What is the network of sociability imposed between engineer educators and other political agents around the Directorate of Professional Education? What are the actions of the Directorate of Industrial Education for the organization and construction of policies for industrial education? With regard to the research methodology, we used Ginzburg's indexical method (1989) and Ragazzini's (2001) understanding of the “sources for the history of school and education”. Data collection was carried out through bibliographic research and analysis of documents found in virtual archives. The main sources are legislative texts, available on digital media, through the collection of the Chamber of Deputies. But they also include Ministerial Reports, Presidential Messages and periodicals purchased from the collections of the Hemeroteca Digital (BNDigital) and the Center for Research and Documentation of Contemporary History of Brazil (CPDOC), such as the Gustavo Capanema collection. This work has the following theoretical references: Ciavatta (2015, 2019) on the History of Professional Education; Medeiros Neta and Ciavatta (2020) on the constitution of the field of History of Professional Education, Bourdieu (1989) on the notion of legal field, legal authority and symbolic violence, Berstein (1998) on political culture and Rémond (2003) on History Policy. Through the analysis of the sources we can see that the creation of the Schools for Apprentice Craftsmen and the Remodeling Service were important for the creation of the Body that would become the Directorate of Industrial Education. Since its creation, this body has had different phases and undergone restructuring; the network of sociability of intellectuals was of high relevance for the actions of the Directorate of Industrial Education, which determine the organization of industrial education based on ideas of organization and training that materialize in the construction of plans and laws.