摘要：O objetivo deste texto é abordar, como discurso da modernidade no estado de Goiás, a conformação da materialidade arquitetônica e urbanística das escolas de sua capital, Goiânia, no momento em que a cidade era planejada, construída e ocupada. Fez-se uso de fontes cartográficas, textuais, iconográficas e orais para analisar a tessitura urbana da cidade-capital e localizar espaço, endereço e arquitetura das escolas. O diálogo teórico dá-se com historiadores da educação brasileira que tratam as relações entre o urbano e o escolar e autores empenhados em demonstrar como o discurso constitui sentidos sobre a cidade. As conclusões sinalizam para o papel da escola no projeto de modernidade em curso em Goiás e para a relevância da materialidade escolar na forja da cultura urbana de Goiânia.Abstract The text goal is to approach, as discourse of modernity in Goiás state, the conformation of the architectural and urban materiality of schools of the capital, Goiânia, at the moment the city was planned, built and occupied. We used cartographic, textual, iconographic and oral sources to analyze the urban fabric of the capital city and to find space, address and architecture of the schools. The theoretical dialogue is established with historians of the brazilian education that deal with relations between the urban and schools and the authors engaged in demonstrate how the discourse constitutes meanings about the city. The findings point to the role of schools in the project of modernity that was under way in Goiás and to the relevance of school materiality in the making of the urban culture of Goiânia.
其他摘要：The text goal is to approach, as discourse of modernity in Goiás state, the conformation of the architectural and urban materiality of schools of the capital, Goiânia, at the moment the city was planned, built and occupied. We used cartographic, textual, iconographic and oral sources to analyze the urban fabric of the capital city and to find space, address and architecture of the schools. The theoretical dialogue is established with historians of the brazilian education that deal with relations between the urban and schools and the authors engaged in demonstrate how the discourse constitutes meanings about the city. The findings point to the role of schools in the project of modernity that was under way in Goiás and to the relevance of school materiality in the making of the urban culture of Goiânia.
