scholarly journals The State of school system in Bosanska Krupa and its surroundings during Austro-Hungarian administration

2021 ◽  
Vol 4 (6) ◽  
pp. 7-22
Author(s):  
Mirza Ahmetbašić ◽  
◽  
◽  
Keyword(s):  
World War Ii ◽  
Primary School ◽  
Primary Schools ◽  
Educational Institution ◽  
Educational Process ◽  
Historical Study ◽  
Teaching Staff ◽  
Historical Sources ◽  
Muslim Population ◽  
Starting Point

Very few papers have been written about the development of education in the wider area of Bosanska Krupa during the Austro-Hungarian administration (1878-1918). No comprehensive historical study is known that treats exclusively the development of education in this area during the occupation period. An exception is the book by Elvira Islamović entitled „Schooling and education in the Bihać district during the Austro-Hungarian administration“, published in Bihać in 2008, which in one part deals with the development of schooling in the Bosnian Krupa area. The starting point for the study of the past of Bosanska Krupa and its surroundings is the work of a group of authors entitled „Bosnian-Krupska municipality in the war and revolution“ published in Bosanska Krupa in 1969, which presents a rough overview of Bosnian Krupa's history until the first years after World War II. war and partly the development of education during the Ottoman, Austro-Hungarian and the period between the two world wars, and more recently the following works: Mithad Kozličić, „Population and settlements of the Una-Sana area 1879-1921. godine“, Bihać 1999; Mirza Ahmetbašić, Adnan Hafizović, Osnovna škola “Otoka“ od osnivanja do danas, Bihać 2008; Emin Mesić, Fikret Midžić, “Mali Pset 1272. Tvrđava Krupa, Prilozi za monografiju Bosanska Krupa“, Bosanska Krupa 2012; Asmir Crnkić, Mirza Ahmetbašić, „Bosanska Krupa during the Austro-Hungarian administration”, Bihać 2020 and others. The development of school opportunities during the Ottoman and Austro-Hungarian administrations was partially addressed by bringing them into context when dealing with other topics. In this paper, the author talks about school opportunities in the area of Bosanska Krupa and its surroundings at the turn of the 19th and 20th centuries. Attention is paid to the establishment and operation of confessional primary and secondary schools that operated during the Ottoman period, and whose work continued after 1878, and the establishment and operation of the first state primary schools in the wider Bosnian Krupa area. The development of school conditions in the area of Bosanska Krupa during the Ottoman rule did not differ from other parts of Bosnia and Herzegovina. For the needs of the Muslim population, sibjan mektebs were opened, somewhat later ruždija and madrasas, and for the needs of Orthodox children of the Orthodox primary school. Orthodox primary schools in the Bosnian Krupa area were first opened in Jasenica, Bosanska Krupa and Velika Rujiška. The Austro-Hungarian government also encountered an extremely high level of illiteracy in the area of Bosanska Krupa and its surroundings. At the end of the Ottoman rule, the illiteracy of the population was more than 95%. In addition, the regular educational process was very often interrupted by various infectious diseases that affected this area, as evidenced by numerous historical sources. There was also a great lack of professional teaching staff. A large number of students who are old enough to start school, the need for education of children of immigrant foreigners, etc. it was a sufficient signal to the competent authorities that a state primary school be established in Bosanska Krupa as well. In the villages around Bosanska Krupa, state primary schools opened relatively late. In the period from 1887 to 1913, public primary schools began operating in Otoka, Veliki Radić, Hasanbegova Jasenica, Ivanjska, Vranjska, Hasani and Bužim. However, in the year of establishment of certain schools, e.g. Otoka, Veliki Radić and Hasanbegova Jasenica there are differences between researchers. The Orthodox population was far more in favor of opening interfaith primary schools in their communities than the Muslim population, despite the fact that the Austro-Hungarian authorities, where possible, regulated the formation of special women's classes in public primary schools. The year 1880 marked a turning point in the development of education in the wider Bosnian Krupa area. That year, the People's Primary School in Bosanska Krupa started operating, which operated throughout the Austro-Hungarian period. However, certain researchers claim that this educational institution began operating in 1884 and 1885, respectively. It was one of the main educational centers and a nursery for numerous cultural and educational activities in this area.

scholarly journals MODEL OF MANAGEMENT OF CONTINUITY OF PRESCHOOL AND PRIMARY SCHOOL EDUCATION

2021 ◽  
pp. 12-17
Author(s):  
S. BERETSKA
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Institution ◽  
Legal Framework ◽  
School Education ◽  
Teaching Staff ◽  
Direct Construction ◽  
Model Of Management ◽  
Effective Level ◽  
And Performance

The article is devoted to substantiation of the model of continuity management of preschool and primary school education. The model of managing the continuity of preschool and primary school education is considered as a tool for constructing future situations, finding alternatives in the development of educational institutions and ensuring its competitiveness. The content of the model is clarified through conceptual, normative, technological and performance levels that are interdependent and interrelated. The content of the conceptual level reveals the purpose, objectives of continuity management of preschool and primary school education of general secondary education, scientific approaches and principles to the management of the educational institution. The main purpose of the normative level of the model of continuity management of preschool and primary school education is to determine the legal framework and develop local documents on continuity management. The technological level of the model of continuity management of preschool and primary school education is represented by the organizational structure of continuity management of preschool and primary school education and areas of continuity of preschool and primary school education. The effective level of the model is the end result – the creation of a model of a preschool graduate and a model of a primary school graduate. The result is an embodied goal that more or less coincides with the corresponding pattern. It is emphasized that in the process of modeling and direct construction of the model the following principles were used: multivector influence on the system, system-structural analysis, level approach, sequence and logic of the main stages of search, specificity, expediency of selected methods, integrity and completeness of processes. It is noted that maintaining continuity, the preschool institution and the school should conduct educational activities jointly and systematically – the entire teaching staff. It is emphasized that only by uniting the efforts of pedagogical staff of preschool and primary schools, as well as with the support of the parent community, it is possible to ensure a psychologically balanced and successful transition for the child from the previous level of education to the next.

scholarly journals ON THE CURRENT STATE OF TEACHING IN PRIMARY SCHOOLS IN THE FRAMEWORK OF UPDATING THE CONTENT OF EDUCATION IN KAZAKHSTAN

2020 ◽  
Vol 66 (2) ◽  
pp. 337-341
Author(s):  
G.A. Suleimenova ◽  
◽  
A.K. Satynskaya ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Development Program ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Staff ◽  
Primary School Teachers ◽  
Current State ◽  
Innovative Learning ◽  
The Republic

The article deals with issues related to the teaching of integrated lessons in the preparation of future primary school teachers in the framework of updating the content of education in the Republic of Kazakhstan.Analysis of the educational development program and its implementation is carried out. It is also noted that the new model of education makes new demands in the training of teaching staff and changing the goals and methods of teaching in the framework of an innovative learning approach and changing the program and methodological support of the educational process; searching for new forms of evaluation of students’learning achievements.The article discusses the competence approach in teaching, the question of what should be a modern integrated student in primary school. New approaches and new requirements for the methodology of teaching the school course of the Russian language and reading, one of which is the idea of integration in the education, are proposed in the present article.

Social-Psychological problems of pedagogues in conditions pandemic of COVID-19

2021 ◽  
Author(s):  
Vitalii Panok ◽  
◽  
Iryna Tkachuk
Keyword(s):  
Secondary Education ◽  
Emotional Exhaustion ◽  
Educational System ◽  
Urban Areas ◽  
Educational Institution ◽  
Educational Process ◽  
Psychological Problems ◽  
Professional Activity ◽  
Teaching Staff ◽  
Social Psychological

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

scholarly journals Psychological Features of Pedagogical Interaction in the “Teacher-Student” System

2021 ◽  
Vol 7 (3) ◽  
pp. 78-86
Author(s):  
Olga O. Hreilikh ◽  
Natalia O. Vydolob
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Qualitative Assessment ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teachers And Students ◽  
Higher Educational ◽  
Psychological Features

The relevance of the chosen topic is determined by the importance of interaction between teachers and students in modern higher education, as well as the need to cover the psychological features of such interaction from the point of view of developing a qualitative assessment of their role and place in the educational process of a higher educational institution. The purpose of the study is to formulate psychological aspects of “teacher-student” communication within the educational space to identify methods of its regulation. The leading approach of the research is a combination of theoretical analysis of the main aspects of pedagogical interaction between teachers and students in an educational institution taking into account the main functions and tasks of each of the groups under consideration and structural synthesis of the features of this type of interaction based on psychological factors of communication on the scale of a higher educational institution. The research considers issues related to the psychological features of pedagogical interaction between teachers and students in modern higher education. Qualitative indicators of communicative relations of subjects of the educational process, in particular teachers and students, are determined. The key psychological features of pedagogical interaction in the “teacherstudent” system are highlighted, including the development of trust in the authority of the teacher, taking into account students' individual factors in the process of studying subjects within the programme, maintaining a positive psychological climate in subject-subject relations. The necessity of developing a qualitative assessment of the level of communication between teachers and students as an objective factor for further assessment of the overall level of their pedagogical interaction effectiveness and the psychological characteristics of each of the groups under consideration is emphasised. The results and conclusions of the research are of practical value both for modern applicants for higher education and for representatives of the teaching staff of modern higher educational institutions concerned with the problems of building high-quality communication among each other, taking into account the individual characteristics and qualities of each group

scholarly journals ACADEMIC GYMNASIUM IN LVIV: 1849-1914

2020 ◽  
Vol 33 ◽  
pp. 50-68
Author(s):  
Kostiantyn KONDRATIUK ◽  
Oresta KOTSIUMBAS
Keyword(s):  
High School Students ◽  
Religious Education ◽  
20Th Century ◽  
Educational Institution ◽  
Educational Process ◽  
Experienced Teachers ◽  
Teaching Staff ◽  
School Students ◽  
Normative Documents ◽  
The University

Academic Gymnasium was found in October 1784 at the University of Lviv. This is a state secondary educational institution of the humanitarian direction. The graduates-maturists had the opportunity to continue their studies at the university after its completion. The Academic Gymnasium was the oldest gymnasium with the Ukrainian language of instruction. The information concerning the gymnasium's organization's functioning and principles till 1848 was lost due to revolutionary events. We can find the data about the organization of the institution's functioning, the number of teachers and students, and their social origin from 1849. At the same time, this date coincides with the secondary school's reform in 1849 based on the «Organizational Essay of High Schools and Actual Schools of Austria» and the «Normative Plan of Education for Gymnasia», which functioned until 1910 with minor changes. Exactly these normative documents regulated the functioning of the gymnasium - the organization of the educational process, the language of teaching, the priority of disciplines, the number and load of teachers, the organization of extra-curricular activities of high school students. Since 1907, the gymnasium is reorganized into the Main Gymnasium due to the number of students' growth and moving into a newly built building on L. Sapieha street and the Branch in the premises of the Narodnyi dim (People's Hall). The educational process in the gymnasium was carried out based on ministerial plans. By the end of the 20th century, more than 60% of the educational time was spent on learning languages, and the natural and mathematical cycle reached 25%, which indicates the humanitarian direction of gymnasium preparation. The situation was changed by the curriculum for classical gymnasiums in 1909, according to which the disciplines of the natural-mathematical cycle were synchronized with the requirements of universities. The article's main thesis is that during the 1849-1914 years, the Tsissar-Royal Academic Gymnasium in Lviv developed into a leading secondary educational institution. Mostly Ukrainian Greek Catholics, natives from Halychyna, studied here. The headmasters of the gymnasium were experienced teachers, skilled administrators. During the second half of the 19th century - at the beginning of the 20th century, the gymnasium was headed by Franz Brugger (1848-1858), Ivan Piontkovskyi (1858-1868), Vasyl Ilnytskyi (1868-1892 ), Edvard Kharkevych (1892-1911) and Illia Kokorudz (1911-1927). The teaching staff was increasing quantitatively and qualitatively. Careful selection, education requirements, and teaching methods provided the gymnasium with qualified specialists and responsible officials. The institution's educational process was provided by about 23-25 ​teachers, 70% of whom were gymnasium professors. Teachers of gymnasium conducted classes on a high professional level with students and created original textbooks in their native language, literature, history, and geography. Many teachers of the gymnasium and later graduates became well-known socio-political figures, scientists, and artists.So, Academic Gymnasium in Lviv is a secondary educational institution of the second half of the 19th and early 20th centuries. It functioned following Austrian secondary school legislation. The Academic Gymnasium, being in the structure of the Lviv University, provided it with well-prepared entrants. Students received a profound knowledge of normative disciplines in the gymnasium and a good national and religious education. The heads of the educational institution were experienced teachers and organizers who took care of the proper provision of the educational institution with teaching staff. The educational and methodological literature was supported, developed, and implemented in the educational process, together with teachers and public figures. Teachers of the gymnasium constantly worked on self-education and were active socio-political leaders. Keywords: Academic Gymnasium, organization, Krajova Szkolna Rada (Region School Council), teachers, teaching process, students, educational legislation.

scholarly journals Current state of educational services provision to future masters of educational institution management

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 179-187
Author(s):  
Olha Yeromenko
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Education Institution ◽  
Educational Process ◽  
Educational Services ◽  
Teaching Staff ◽  
Flexible System

The article raises the topical issue of training competitive professionals capable of working under modern market conditions. The transition to market relations changes the education policy and the system of educational services provision. The professional destiny of a future manager and the success rate of an educational institution depend on the quality of providing educational services to graduate students specialised in educational institution management. The purpose of the article is to analyse the results of a survey of graduate students aimed at determining the status of educational services given within the specialty 073 "Management" (specialization "Educational Institution Management") in various higher education institutions of Ukraine. Monitoring the state of the educational services provided to graduate students majoring in educational institution management has been carried out on the basis of general scientific and empirical cognition methods: comprehensive study of quality training of master-course students, observation, survey in the form of questionnaires, analysis of graduate students’ responses, analogy. The criteria enabling graduate students to assess the quality of educational services provided by higher education institutions have been defined: the fundamental nature of training; level of knowledge and experience of teaching staff; organization of the educational process; culture and communication level of teachers; reaction of teachers and administration of higher education institution to further demands of graduate students, etc. On the basis of the analysis and generalisation of the processed material, the basic demands of master-course students majoring in educational institution management for increase in the level of educational services have been defined: decrease in theorising of educational material; practice orientation; increase in the use of interactive teaching methods by teachers; expansion of the list of optional courses; increase in opportunities for individual counselling at a convenient time; involvement of leading specialists, experts, experienced educational institution managers in teaching; improvement of facilities and resources of an institution; increase in the level of additional educational services provision in higher education institutions. According to the results of the study, it has been concluded that it is necessary to establish a flexible system of training master-course students majoring in educational institution management.

Training of the pharmaceutical personnel during the Great Patriotic War of 1941–1945 (to the 75th anniversary of the Victory)

2020 ◽  
Vol 22 (3) ◽  
pp. 236-242
Author(s):  
Yu. V. Miroshnichenko ◽  
S. A. Bunin ◽  
V. N. Kononov ◽  
A. B. Perfilev ◽  
N. L. Kostenko
Keyword(s):  
World War Ii ◽  
Education System ◽  
State Level ◽  
Training System ◽  
Educational Process ◽  
Teaching Staff ◽  
75Th Anniversary ◽  
Medical Supply ◽  
Great Patriotic War ◽  
The Military

Abstract. The characteristic of the functioning of the pharmaceutical personnel training system on the eve and during the years of World War II is presented. It was established that the countrys leadership had carried out a conceptual restructuring of the entire education system in advance and measures had been taken to streamline scientific and scientific-pedagogical work. At the beginning of the war, decisive measures were taken at the state level to preserve both the number of universities with their scientific and pedagogical potential, and the number of students. It is shown that on the eve of the war 22916 pharmaceutical specialists were in stock, of which more than 11 thousand people were drafted into the army, which accounted for about 70% of the staffing requirement. However, these specialists could not fully carry out professional activities without additional knowledge. Many of them, called up from the reserve, in practice in the most difficult wartime conditions, comprehended the organizational features of the work of hospital pharmacies and warehouses, the military field technology for the manufacture of medicines, the principles of medical supply for the army. The contribution of the Military Medical Academy named after CM. Kirov in improving the efficiency of the functioning of the medical supply system and the training of military pharmaceutical personnel. The activities of universities to establish training necessary for the front and rear of specialists, ways to eliminate the personnel hunger, the organization of the educational process in besieged Leningrad are shown. The heroism of students and teachers of institutes is reflected. Celebrating the 75th anniversary of the Great Victory, it is difficult to overestimate the dedicated work of the teaching staff and researchers of pharmaceutical universities and faculties, which allowed not only to preserve, but also to increase the potential of the pharmaceutical education system during the Great Patriotic War. Trained pharmaceutical specialists in difficult conditions worked selflessly at the front, in the rear, preserving the life, health of the wounded and sick soldiers and the countrys population, bringing Victory closer.

THE STUDY OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO PLAN THE CONTENT OF EDUCATION IN THE CONTEXT OF THE TRANSITION FROM INFORMATIZATION TO DIGITALIZATION

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zh.I. Sardarova ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Central Place ◽  
Learning Technologies ◽  
Educational Process ◽  
Information Environment ◽  
Theory And Practice ◽  
Digital Learning ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the problem of digitalization, which currently occupies a central place at the global level, since in today's rapidly changing world, accelerated rates and changes in the field of technology can be taken into account not for years, but for months. Today, the main goal of digitalization of education in the republic is to improve the quality of education, the formation of digital competencies of students based on the creation of a unified educational information environment using digital learning technologies. In this regard, the modern education system of the country can be considered as a dynamically developing system aimed at harmonious integration into the world educational space. This, in turn, is accompanied by changes in the content structure of the teaching technology and significant changes in the pedagogical theory and practice of the educational process, which contribute to mastering the constantly dynamically developing didactic capabilities of ICT and the harmonious entry of the child from primary school into the developing information environment. Observation, research of the work of students and teachers and the responses received to the survey prove that the rational use of digital educational resources in everyday practice contributes to improving the efficiency, effectiveness and productivity of the learning process. In addition, digital technologies help to improve relationships, increase the responsibility of students and teachers for learning, achieving success. The authors, analyzing the course of the transition from the period of informatization to the current period of digitalization, by introducing the first computer technologies into the educational process of primary classes, tried to reveal its positive and negative aspects, to determine the readiness of primary school teachers to plan the content of education in the information educational environment. Along with providing the author's position on the basis of an analytical analysis of research works of domestic and foreign scientists on the topic of research, the objective and subjective factors influencing the transition from informatization to digitalization of modern primary schools are revealed.

scholarly journals Reconceptualizing Expressive Arts Education in Portugal through a Biographical Narrative Approach

2020 ◽  
Vol 10 (12) ◽  
pp. 388
Author(s):  
André Freitas ◽  
Fátima Pereira ◽  
Paulo Nogueira
Keyword(s):  
Life History ◽  
Primary School ◽  
Lived Experiences ◽  
Primary Schools ◽  
Arts Education ◽  
School Teacher ◽  
Expressive Arts ◽  
Primary School Teacher ◽  
Research Approach ◽  
Starting Point

In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main purpose was to highlight the voice of one primary-school teacher whose life history is blended with the foundations and practices of artistic expression in basic education—such as language, communication, knowledge, and lived experiences—making it an important starting point for reconceptualizing expressive arts education. The results showed that this reconceptualization can be achieved through three dimensions: seducing people, mediating places, and governing senses.

Percursos Históricos da Escola Primária em Mato Grosso

2018 ◽  
Vol 19 (4) ◽  
pp. 422
Author(s):  
Laura Isabel Marques Vasconcelos De Almeida ◽  
Neuza Bertoni Pinto
Keyword(s):  
School Culture ◽  
Primary School ◽  
Cultural History ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Process ◽  
Mato Grosso ◽  
Documentary Sources ◽  
The Government ◽  
Cultura Escolar

Este artigo tem como objetivo destacar os elementos da cultura escolar predominantes na Escola Primária mato-grossense, inventariados a partir da legislação e normas no período de expansão escolar em Mato Grosso. O estudo desenvolvido pelo viés histórico se ancora na abordagem da história-cultural e tem como fontes documentais, a legislação e o regulamento que definiram as diretrizes educacionais para a organização do Ensino Primário, levando em consideração os aspectos históricos, políticos e pedagógicos da época. O estudo aponta que apesar dos esforços, as Diretrizes Educacionais do Estado de Mato Grosso (1965) evidenciam a preocupação do Governo e a necessidade de melhoria no processo educativo das Escolas Primárias de Mato Grosso. No entanto, esta melhoria dependeria não apenas de boa vontade política, mas de uma proposta político-pedagógica direcionada ao Ensino Primário e a melhoria das condições de trabalho do professor na educação mato-grossense. Palavras-chave: Escola Primária. Cultura Escolar. Diretrizes Educacionais. AbstractThis article aims to highlight the elements of school culture prevalent in the primary school of Mato Grosso, inventoried from the legislation and norms during the school expansion period in Mato Grosso. The study developed by the historical bias is anchored in the approach of cultural history and has as documentary sources, legislation and regulation that defined the educational guidelines for the organization of primary education, taking into account the historical, political and pedagogical aspects of the time. The study points out that despite the efforts, the Educational Guidelines of the State of Mato Grosso (1965) show the government concern and the need for improvement in the educational process of primary schools in Mato Grosso. However, this improvement would depend not only on political goodwill but on a political-pedagogical proposal aimed at primary education and at improving the teachers’ working conditions in Mato Grosso State's education. Keywords: Primary School. School Culture. Educational Guidelines. 

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