Colégio Agrícola de Lavras ds Mangabeira (1947 - 2008): elite rural, ingerência estrangeira e circulação de ideias pedagógicas para o progresso do Brasil e do Ceará

Abstract

This agricultural education, taking as observation locus of the dynamics of the Agricultural School of Lavras da Mangabeira, Ceará, seeking to understand it in the context of the internationalization of Agricultural Education Policies for Brazil. Uses bibliographic source composed of some Brazilian exponents and foreign History of Education, such Salles (1941), Castle (1951), Nagle (1976), Andrade (1979), Old (1979), Poulantzas (1985), Flag (1989), Capdeville (1991), Souza (1994), Mendonca (1997), OTAIZA Romanelli (1999), Schelbauer (1999), Nóvoa and Schriewer (2000), Oliveira (2000), walnut (2002), Lerche (2002 ), Schwartzman (2000), Flavia Werle (2005), Cavalcante (2005-2008), Del Priori (2006), Magalhaes Filho (2009), Mattos (2010) and Juca (2011). It adopts historical and qualitative research, with anchoring the comparative method and survey sources developed with public and private collections, based on the consultation documents, books and iconography, in addition to oral reports of subjects (-professores directors - students and staff) who experienced the institutional construction of the Agricultural College of Lavras da Mangabeira, Ceará from 1947 to 2008. it presents narrative set in periodization derived from the examination of the chronological order of historical events, made in connection with important milestones of agricultural education policies in Brazil and In Ceara. Analyzes the history of this educational institution, tracing connections and parallels between the local dimension (Lavras da Mangabeira, Ceará), national (Brazil) and international (United States). As a result, summarizes the following: 1) agricultural education policies in Brazil were marked by well-designed economic interests, and the main agricultural producers as intermediary agents to the Brazilian State; 2) The struggle undertaken by civil society organizations in support of agricultural education respond at the local level, the call then Brazilian developmentalist propagated in line with guidance from the United States; 3) The spread of American ideas for agriculture was widely publicized, thanks to signed agreements and agreements between the Brazilian and US governments; 4) The Brazil-US partnership in the educational plan favored the creation of a state and national network of agricultural schools, which was responsible for the training of professionals in technical - agricultural technicians - to work with the man of the field and the public agencies and private as forming and propagator of modernizing ideas of Brazilian agriculture; 5) The agricultural colleges cearense network accounted for the young provincials an opportunity to reach a better life and a job guarantee considered compensatory. It concludes that agricultural education in Brazil was the result of a combination of decision elements of its economic policy, together with an American development strategy, where agricultural schools served as a broadcast space, circulation and adoption of agrarian agricultural and pedagogical ideas considered for modernizing the rural areas.