Os tempos e os espaços escolares no processo de institucionalização da escola primária no Brasil

Abstract

This article analyses the relationship between (social and scholar) space and time and their relevance on structuring public primary education in Brasil. It is divided into three parts: improvised schoolhouses, schoolhouse-monuments and funcional schoolhouses, intending to distinguish three diferents moments of history of primary school, difined upon the phisical-architectural place taken by the school, as well as the various temporalities experienced in its interior, interlinked both with material and methodological changes on Brazilian education.