This Thesis aims to analyze the dissemination of Sciences through Agricultural Education in
Pará, between 1909 and 1921. This period is justified by the creation of the Campo de Cultura
Experimental, in 1909, and is understood until 1921, when the Escola de Agronomia do Pará
of To present the consolidation of your activities. To achieve our intent, we approached a
historiography that considers the conditions of possibilities for the Natural Sciences to be
present in agricultural institutions. And among these possibilities, we emphasize the discourses,
although not disregarding the other elements. This approach classifies the historiographic
methodology developed by authors such as Foucault (1986) and Wortmann and Veiga-Neto
(2001), who consider the discursive as a historical condition for the emergence of objects.
Finally, in relation to the diffusion of Sciences in the historical, social and cultural context in
the region outlined here, we rely on Science historians such as Saldaña (2000) and Quevedo
(2000). As research of a historical nature, the sources used were mainly the newspaper Estado
do Pará and the Mensagens de Governo do Estado do Pará, in which we analyzed the discourses
of Agricultural Education based on Science. As a result of the research, we can consider that
the diffusion of Sciences in Agricultural Education in Pará, between 1909 and 1921, was
mediated by cultural, social and historical aspects, producing effects so that this diffusion
occurred in a gradual and unstable way, starting in the Campo de Cultura Experimental, from a
single saber, Agricultural Zoology, in 1911. Then, in 1913, Agricultural Education was
proposed by Law to be implemented in a set of schools and other agricultural institutions and
forms of education with a variety of knowledge of Sciences. However, despite this law, the
proposal for this teaching was not in line with what was observed in the discourses about it, as
the sources indicated that the Sciences were in the form of didactic collections, in 1916. In the
following year, in 1917, an agricultural secondary school was created with a curriculum rich in
Natural Sciences, but it did not provide continuity in its functioning, being another case of
instability in the Sciences. However, through higher education, as Science they were
consolidated, between 1919 and 1921, through curriculum, teaching practices and articles
published in journals by professors from the Escola de Agronomia e Veterinária do Pará.
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