This study, located in the field of education history, aims to reconstruct the context of the
founding of the Liceu Provincial Amazonense during the years 1864 to 1869. Our search lies
in the understanding of the elements that influenced the local educational policy, highlighting
the catalysts behind the creation of the Liceu. In addition, we seek to explore the active
participation of the different social layers in the city of Manaus, investigating how they
received the instruction offered. The relevance of this research emerges from the singularity
of the school institution in question, as it was the pioneer of secondary education in
Amazonas, and until then, there is no substantial collection of research and publications
addressing its history. In view of this, our time frame is delimited since the Brazilian
Constitution of 1824 and the Additional Act of August 6, 1834, which decentralized the
creation of primary and secondary schools to the provinces. However, we opted for a more indepth
analysis from Regulation No. 13 of August 31, 1864, which established the foundations
for the construction of the first secondary school in Amazonas, until Regulation No. 18 of
March 14, 1869, which officially gave rise to the Liceu. In this context, a second objective
arises: to understand the relationship between the founding of the Liceu Provincial
Amazonense and the interests of the local elites in the period prior to the economic boom of
the rubber industry. To carry out this analysis, we adopt memory as a category of analysis,
inspired by (MOTTA, 1998). In terms of methodology, we base ourselves on the work with
documentary sources, in line with the approach proposed by (LUDKE; ANDRÉ, 1986), as
well as on subaltern studies as proposed by (NERY; NERY; DIAS, 2020), in addition to the
analysis of school legislation, following the perspective outlined by (FARIA FILHO, 1998).
All of this theoretical and methodological framework is treated in a qualitative way, as
advocated by (MINAYO, 2009).
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