Resumo Pesquisar a escolariza[PRESERVECIRC]ao da infancia é dar destaque para as crianzas e suas vivencias, suas escolas e o ensino ofertado a elas. Assim, o presente artigo pretende analisar as representares dos intelectuais e governantes sobre a escolariza[PRESERVECIRC]ao da infáncia cuiabana durante o governo de Júlio Müller em Mato Grosso, no período do Estado Novo (1937-1945) buscando perceber como tais representares se materializaram nos projetos e práticas educacionais. Para tanto, foram analisadas as legislares, relatórios, mensagens dos governantes disponibilizadas no Arquivo Público de Mato Grosso, bem como as obras memorialísticas, que auxiliaram na percep[PRESERVECIRC]ao da cultura infantil cuiabana. O texto foi organizado contemplando o cotidiano da crianza cuiabana, visando compreender o público alvo das políticas educacionais para, em seguida, tratar sobre as modalidades de educando primária na capital mato-grossense. Constatou-se que nem todas as crianzas cuiabanas tinham acesso a escolariza[PRESERVECIRC]ao e as que tinham acesso, nao representavam garantia de passar pelo mesmo processo de educando escolar.
Abstract The researches on the childhood schooling mean to emphasize to children and their existence, schools and the education that are given to them. Thus, this paper intends to analyse the representations of the intellectual elite and governors about the Cuiabá’s childhood education during the administration of Julio Müller in Mato Grosso State, during the Estado Novo (1937-1945). It seeks to understand how the representations were materialized in education projects andpractices. Therefore, we analysed legislation, reports, messages from governors provided by the Public Archive of Mato Grosso, as well as memorial works that assisted with the perception of Cuiabá’s childhood culture. The paper was organized to contemplate the Cuiabá’s children everyday aiming to understand the target public of educational politics, to then deal with the modalities of primary education in the capital of Mato Grosso. It was perceived that to be a child wasn’t enough to go to school, the child had to be healthy and be in the right age. Even so, not all children had access to school and nor the guaranteed right to the same education process.