The present article aims to analyse academic production about the history of school architecture in the state of São Paulo, Brazil, concerning the development of research trajectories and dialogue between the areas of architecture and education, sources, analysis methodology and periodisation. The latter was based on research developed in Architecture and led to the depreciation of school architecture in the nineteenth century, especially the imperial period, through the assumed absence of specialised education facilities -- a claim echoed by education historiography. However, education studies show us the importance of schools built between 1870 and 1889. The research concerning schools built in Campinas, a countryside city, will be specially featured; it showcases a common context between the builders inserted in the local society in the nineteenth century, who took part in the founding of schools and their public. The comparison of architectural approaches aimed at students of different social strata is central. They are part of national projects of emancipation, eradication of illiteracy and cultural development. Methodologies such as the ones developed by Escolano, Viñao Frago, and Bencostta are discussed as perspectives for the analysis of school facilities, considering that these buildings feature meaningful traits connected with their goals, public and idealiser's purposes.