The main objective of this thesis is to understand the genesis and course of representations and discourses that involve education in Ribeirão Preto and region, both in its common sense -the school, as in other more complex forms -manifested in the civilization of bodies, in the codes of urban posture, in the definitions of "normality", citizenship, morals, etc., with a view to investigating one of the dimensions of the process of internalization of school education in the territory of São Paulo. To this end, we used as a theoretical and methodological framework the contributions of Braudel (1996a;1996b;1996c) and Wallerstein (1990), in particular, the analysis of the world-system created by the second author. From the documentary point of view, we emphasize the presence of a vast and complex set of primary sources (urban plans, codes of posture, criminal proceedings, periodicals, photographs, among others) that allow us to carry out such an undertaking, since we intend to interpret the school (public and private, urban and rural) both in its internal logic (codes, rituals, school culture) and outside the walls. Given this major objective, we emphasize as specific our interest in the internalization of school groups by the cities of the Northeast of São Paulo, especially in the city of Ribeirão Preto, considered central in this regional portion during the transition from the 19th to the 20th centuries. from the mass of documents from the reports of the "Delegacia Regional do Ensino" (local attention and dated from 1890 to 1930) and the "Annuários de Ensino do Estado de São Paulo" (already with observation and mapping of schools throughout the territory of São Paulo, whose years date from 1907 to 1922, plus the copies from 1926 and 1936), in view of the identification of strategies and negotiations of the public power to control and manage a new, multifaceted and potentially dangerous population. In the limit, the text configures an interpretation of the movement of interiorization of capital (coffee) as excluding, even in the inclusion proposed by the school ethos and the desires of a newly arrived Republic in the transition context of the 19th-20th centuries.