Abstract
This article addresses the social insertion of the Campinas first School Groups, focusing on their reach, spaces and service profile until 1920. It is a qualitative study with a documentary emphasis, focusing on statistical data from the São Paulo State Teaching Yearbooks (1907 to 1920). It was observed that these groups acted simply in meeting the demand for primary education, considering their low coverage, failure rates and low course completion. However, even if its results are negligible in terms of the democratization of local primary education, the inclusion of children of different genders, races, ages and nationalities in its spaces is emblematic and revealing of the important field of dispute that has opened up within them.
Keywords:
educational institutions; school group; access to school