Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961)
Ano de defesa: | 2018 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
Câmpus São Carlos |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGE
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/10370 |
Resumo: | The present thesis aims to analyze the protagonism of the Brazilian-American Commission for Industrial Education (CBAI – Comissão Brasileiro Americana de Educação Industrial) in the substitution of imports in Brazil and the actions to promote bourgeois hegemony through industrial technical schools. The objects of analysis are the CBAI Bulletins, monthly periodicals published by the commission between 1947 and 1961. The historical development of the Brazilian society shows that the patrimonialism explains the interpermeation between the public and private spheres, where it is difficult to identify the subjects who compose the State and those who constitute the dominant classes. This study tried to identify the subjects who acted as agents of the Bourgeoisie Revolution in Brazil in this period and characterize the development of capitalism in the country as peripheral and autocratic, increasing social inequalities, as observed by Florestan Fernandes. In order to make itself hegemonic, the Brazilian bourgeoisie behaved as an organic intellectual, interested in destroying the possibilities of the implementation of a non-capitalist society and focused on solidifying the liberalism in all the spheres of collectivity. The Bourgeoisie Revolution agents acted organically and articulated with the international elites, operated the ideological inculcation of the American way of life, with values associated with the industrial liberal society, and the Americanism and Fordism led the whole process. The industrial technical education was the stage and the strategy the owners of the power used to operate their desire to maintain the bourgeois liberal order. John Dewey’s New School principles were spread in the industrial technical schools by the CBAI in order to root liberal society ideas in the workers’ mentality and daily lives, in an attempt to maintain the society organized into antagonist classes and avoid the order revolution. The unifying differentiation, as proposed by Émile Durkheim, was the method that consolidated the liberal democracy in a way to perpetuate the economic differences between individuals and those belonging to the bourgeoisie, the latter in their hegemonic position of owners, exploiting labor for capital accumulation. Moreover, soviet pedagogy principles are mentioned, placing labor as a pedagogical element, in order to understand the liberal counterpart and the bourgeoisie panic, along with their effort to design the superstructure. The research took the historical and dialectical materialism as theoretical and methodological referential and used analytical categories pertinent to the method, such as the notion of organic intellectual and the extended state according to Antonio Gramsci. In summary, the analysis aimed to understand the dialectic relation between the superstructure conformation – search for consensus – to control the infrastructure and production relations, preventing the working classes from taking power. |
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Bordignon, Talita FrancieliFerreira Junior, Amariliohttp://lattes.cnpq.br/0748545841167046http://lattes.cnpq.br/05595432140408952018-08-16T18:03:27Z2018-08-16T18:03:27Z2018-03-15BORDIGNON, Talita Francieli. Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961). 2018. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10370.https://repositorio.ufscar.br/handle/ufscar/10370The present thesis aims to analyze the protagonism of the Brazilian-American Commission for Industrial Education (CBAI – Comissão Brasileiro Americana de Educação Industrial) in the substitution of imports in Brazil and the actions to promote bourgeois hegemony through industrial technical schools. The objects of analysis are the CBAI Bulletins, monthly periodicals published by the commission between 1947 and 1961. The historical development of the Brazilian society shows that the patrimonialism explains the interpermeation between the public and private spheres, where it is difficult to identify the subjects who compose the State and those who constitute the dominant classes. This study tried to identify the subjects who acted as agents of the Bourgeoisie Revolution in Brazil in this period and characterize the development of capitalism in the country as peripheral and autocratic, increasing social inequalities, as observed by Florestan Fernandes. In order to make itself hegemonic, the Brazilian bourgeoisie behaved as an organic intellectual, interested in destroying the possibilities of the implementation of a non-capitalist society and focused on solidifying the liberalism in all the spheres of collectivity. The Bourgeoisie Revolution agents acted organically and articulated with the international elites, operated the ideological inculcation of the American way of life, with values associated with the industrial liberal society, and the Americanism and Fordism led the whole process. The industrial technical education was the stage and the strategy the owners of the power used to operate their desire to maintain the bourgeois liberal order. John Dewey’s New School principles were spread in the industrial technical schools by the CBAI in order to root liberal society ideas in the workers’ mentality and daily lives, in an attempt to maintain the society organized into antagonist classes and avoid the order revolution. The unifying differentiation, as proposed by Émile Durkheim, was the method that consolidated the liberal democracy in a way to perpetuate the economic differences between individuals and those belonging to the bourgeoisie, the latter in their hegemonic position of owners, exploiting labor for capital accumulation. Moreover, soviet pedagogy principles are mentioned, placing labor as a pedagogical element, in order to understand the liberal counterpart and the bourgeoisie panic, along with their effort to design the superstructure. The research took the historical and dialectical materialism as theoretical and methodological referential and used analytical categories pertinent to the method, such as the notion of organic intellectual and the extended state according to Antonio Gramsci. In summary, the analysis aimed to understand the dialectic relation between the superstructure conformation – search for consensus – to control the infrastructure and production relations, preventing the working classes from taking power.A presente tese busca analisar o protagonismo da Comissão Brasileiro Americana de Educação Industrial (CBAI) no contexto da substituição de importações no Brasil, e suas ações de promoção da hegemonia burguesa a partir das escolas técnicas industriais. O objeto da análise é a atuação da CBAI por meio de seus Boletins, conjunto de periódicos mensais publicados por ela no período em que atuou junto às escolas do ramo, entre 1946 e 1961. Observando o desenvolvimento histórico da sociedade brasileira, há de se considerar o patrimonialismo que, no caso do Brasil, explica a interpenetração entre as esferas pública e privada, a ponto de se confundirem os indivíduos que compõem o Estado e os que fazem parte das classes dominantes. O trabalho procurou identificar os sujeitos que se portaram como os agentes da Revolução Burguesa no Brasil, neste período, bem como suas peculiaridades, procurando caracterizar o desenvolvimento do capitalismo no país como periférico, autocrático e que acentua as desigualdades sociais, tal como na análise de Florestan Fernandes. Buscando-se fazer hegemônica, a burguesia brasileira movimentou seus intelectuais orgânicos, considerando seu interesse em desfazer as possibilidades de implantação de uma sociedade que não fosse a capitalista e seu empenho em solidificar o liberalismo em todas as esferas da vida em coletividade. Os agentes da Revolução Burguesa, agindo organicamente e articulados com as elites internacionais, operaram a inculcação ideológica do american way of life, valores condizentes com os princípios da sociedade liberal industrial que se pretendia consolidar, de modo que o americanismo e o fordismo direcionassem este processo. A educação técnica industrial foi o palco e a estratégia que os donos do poder usaram para operar seus desejos de manutenção da ordem liberal burguesa. Os princípios da Escola Nova de John Dewey foram divulgados nas escolas técnicas industriais pela CBAI para entranhar os pressupostos da sociedade liberal na mentalidade dos trabalhadores, a fim de manter a sociedade organizada em classes antagônicas e evitar a revolução da ordem. A diferenciação unificadora, como na proposta de Émile Durkheim, foi o método que cimentou a democracia liberal, numa forma de perpetuar as diferenças econômicas entre as pessoas e os burgueses em sua posição hegemônica de proprietários que exploram o trabalho alheio para a acumulação de capital. Ademais, mencionam-se os pressupostos da pedagogia soviética, baseada no trabalho como princípio pedagógico, para entender o contraponto liberal e o “medo-pânico” da burguesia e seu esforço para delinear a superestrutura à sua maneira. A pesquisa tem como referencial teórico-metodológico o materialismo histórico e dialético e utiliza categorias de análise consoantes com o método, tais como a noção de intelectual orgânico e do Estado ampliado, a partir das observações de Antonio Gramsci. Em síntese, a análise procurou compreender a relação dialética entre a conformação da superestrutura – busca pelo consenso – para o controle da infraestrutura – relações de produção –, evitando a tomada do poder pelas classes assalariadas.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarEnsino técnico industrialRevolução burguesaEscola novaIntelectuais orgânicosComissão Brasileiro-Americana de Educação IndustrialIndustrial technical educationBourgeoisie revolutionOrganic intellectualsNew schoolCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAOCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::HISTORIA DA EDUCACAOCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAORevolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961)Bourgeoisie revolution and technical education: the protagonism of the Brazilian-American Commission for Industrial Education (1946-1961)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnlineinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961) |
dc.title.alternative.eng.fl_str_mv |
Bourgeoisie revolution and technical education: the protagonism of the Brazilian-American Commission for Industrial Education (1946-1961) |
title |
Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961) |
spellingShingle |
Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961) Bordignon, Talita Francieli Ensino técnico industrial Revolução burguesa Escola nova Intelectuais orgânicos Comissão Brasileiro-Americana de Educação Industrial Industrial technical education Bourgeoisie revolution Organic intellectuals New school CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAO CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::HISTORIA DA EDUCACAO CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAO |
title_short |
Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961) |
title_full |
Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961) |
title_fullStr |
Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961) |
title_full_unstemmed |
Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961) |
title_sort |
Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961) |
author |
Bordignon, Talita Francieli |
author_facet |
Bordignon, Talita Francieli |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0559543214040895 |
dc.contributor.author.fl_str_mv |
Bordignon, Talita Francieli |
dc.contributor.advisor1.fl_str_mv |
Ferreira Junior, Amarilio |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0748545841167046 |
contributor_str_mv |
Ferreira Junior, Amarilio |
dc.subject.por.fl_str_mv |
Ensino técnico industrial Revolução burguesa Escola nova Intelectuais orgânicos Comissão Brasileiro-Americana de Educação Industrial |
topic |
Ensino técnico industrial Revolução burguesa Escola nova Intelectuais orgânicos Comissão Brasileiro-Americana de Educação Industrial Industrial technical education Bourgeoisie revolution Organic intellectuals New school CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAO CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::HISTORIA DA EDUCACAO CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAO |
dc.subject.eng.fl_str_mv |
Industrial technical education Bourgeoisie revolution Organic intellectuals New school |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAO CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::HISTORIA DA EDUCACAO CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAO |
description |
The present thesis aims to analyze the protagonism of the Brazilian-American Commission for Industrial Education (CBAI – Comissão Brasileiro Americana de Educação Industrial) in the substitution of imports in Brazil and the actions to promote bourgeois hegemony through industrial technical schools. The objects of analysis are the CBAI Bulletins, monthly periodicals published by the commission between 1947 and 1961. The historical development of the Brazilian society shows that the patrimonialism explains the interpermeation between the public and private spheres, where it is difficult to identify the subjects who compose the State and those who constitute the dominant classes. This study tried to identify the subjects who acted as agents of the Bourgeoisie Revolution in Brazil in this period and characterize the development of capitalism in the country as peripheral and autocratic, increasing social inequalities, as observed by Florestan Fernandes. In order to make itself hegemonic, the Brazilian bourgeoisie behaved as an organic intellectual, interested in destroying the possibilities of the implementation of a non-capitalist society and focused on solidifying the liberalism in all the spheres of collectivity. The Bourgeoisie Revolution agents acted organically and articulated with the international elites, operated the ideological inculcation of the American way of life, with values associated with the industrial liberal society, and the Americanism and Fordism led the whole process. The industrial technical education was the stage and the strategy the owners of the power used to operate their desire to maintain the bourgeois liberal order. John Dewey’s New School principles were spread in the industrial technical schools by the CBAI in order to root liberal society ideas in the workers’ mentality and daily lives, in an attempt to maintain the society organized into antagonist classes and avoid the order revolution. The unifying differentiation, as proposed by Émile Durkheim, was the method that consolidated the liberal democracy in a way to perpetuate the economic differences between individuals and those belonging to the bourgeoisie, the latter in their hegemonic position of owners, exploiting labor for capital accumulation. Moreover, soviet pedagogy principles are mentioned, placing labor as a pedagogical element, in order to understand the liberal counterpart and the bourgeoisie panic, along with their effort to design the superstructure. The research took the historical and dialectical materialism as theoretical and methodological referential and used analytical categories pertinent to the method, such as the notion of organic intellectual and the extended state according to Antonio Gramsci. In summary, the analysis aimed to understand the dialectic relation between the superstructure conformation – search for consensus – to control the infrastructure and production relations, preventing the working classes from taking power. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-08-16T18:03:27Z |
dc.date.available.fl_str_mv |
2018-08-16T18:03:27Z |
dc.date.issued.fl_str_mv |
2018-03-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BORDIGNON, Talita Francieli. Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961). 2018. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10370. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/10370 |
identifier_str_mv |
BORDIGNON, Talita Francieli. Revolução burguesa e ensino profissional: o protagonismo da Comissão Brasileiro-Americana de Educação Industrial (1946-1961). 2018. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10370. |
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https://repositorio.ufscar.br/handle/ufscar/10370 |
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por |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
dc.publisher.initials.fl_str_mv |
UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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_version_ |
1767351138110144512 |