Paiva, Marlucia Menezes deOliveira, Roselia Cristina de2022-10-112022-10-112022-05-27OLIVEIRA, Roselia Cristina de. A educação made in Rio Grande do Norte: entre as políticas desenvolvimentistas e o projeto hegemônico da Aliança para o Progresso (1961-1971). Orientadora: Marlucia Menezes de Paiva. 2022. 359f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2022.https://repositorio.ufrn.br/handle/123456789/49559This dissertation analyzes the educational programs implemented by the governments of Aluízio Alves and Monsignor Walfredo Gurgel (1961-1971), emphasizing the developmental policy and financing of the “Alliance for Progress'' program in the Brazilian state of Rio Grande do Norte. This program, guided by the US foreign aid policy for Latin America, had in its proposal the idea of consolidating democracy and preserving freedom – ideas that were associated with a broad hegemonic project. To this end, economic and social development would be encouraged with the purpose of control and domination. In order to forge this development, these governments, aligned with international recommendations, used strategies such as planning, administrative organization, project financing, and education as development factors. In this regard, we discussed a series of technical and financial cooperation agreements along with the recommendations of the Inter-American Conferences which generated public policies involving national education. In the documentary research, the archives from the State Government, the Ministry of Foreign Affairs, the Economic Commission for Latin America and the Caribbean (ECLAC), and the National Institute of Educational Studies and Research Anísio Teixeira (INEP) were used, as well as documents from the North American department and national and local periodicals. This work sought to demonstrate the political use of the “Alliance for Progress'' through the robust contribution of resources invested in the government programs, as well as the influence of Americanist culture on education over the collaboration, cooperation, and technical assistance of the United States International Development Agency (USAID), the Northeast Development Superintendence (SUDENE), and the State Education Council. Through guidelines and prescriptions, these organizations controlled the production of knowledge of educational programs, revealing a shaping process identified in the guidelines of the Cooperative Education Program and the prescriptions of the 1964 Internal Regulations of Primary Schools, the 1966 Education System and 1971 Education Plan, and the practices implemented in the pilot project for literacy and community development in the district of Quintas. Therefore, we perceived that behind the developmental discourse, the recommendations of international organizations, and the US funding adopted by the government, there were subtle forms of domination tainted by political and economic interests, which aimed to forge an education directed towards the formation of a labor group to meet the demands of the international market and contain the advance of leftist movements in the Brazilian state of Rio Grande do Norte.Acesso AbertoEducaçãoAliança para o ProgressoProjeto hegemônicoRio Grande do NortedoctoralThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO