Incongruências do primeiro Marco Regulatório Republicano em 1891 em matéria de educação primária e suas implicações em compasso com a necessidade de urbanização

Abstract

This article analyzes the setbacks, with regard to rules development in the field of primary education, produced in Brazil at the time of the 1891 Constitution, which inaugurated the period called First Republic (1889-1930). It seeks to understand the normative aspects that guided public schools since  the advent of the constitutional order of 1891, a Constitution that founded the Brazilian State. In addition, we intend to analyze the precepts and rules of inferior content of this legislation produced under the aegis of this Charter Politics. These rules coordinated a bunch of decentralization of actions related to primary education. It arises in line with the need for urbanization of cities and the demand of  workers suited with the dynamics of cities and state bureaucracy. This critical analysis  of vestiges of the past are substantiated in the concept of historiographical operation (CERTEAU,1982) To conclude, in relation to primary education, we infer that this Constitution relegated the responsibility of this services to the member states. Furthermore, this process is interconnected with the Institutional Act of 1827 that created the schools of first letters. Because of the lack of Central Government cooperation, we infer that the conceptual sense of federation is broken. Consequently, this lack prevents effective advances in the country's modernization project. Finally, owing to minimal instruction given to workers, the voting permission for literate men it's an enormous incongruity.