“Logo que o seu cofre proporcione esta despesa” : a construção da narrativa didática nacional nos manuais de História do Brasil adotados no Colégio Pedro II (1838-1898)

• Ano de defesa: 2016
• Autor(a) principal: Mendes, Luís César Castrillon
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Geografia, História e Documentação (IGHD); UFMT CUC - Cuiabá; Programa de Pós-Graduação em História
• Palavras-chave em Português: .; CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: http://ri.ufmt.br/handle/1/1927

The disciplining process of history in Brazil, as a constituent of an organized curriculum series occurred with the foundation of the Imperial College of Pedro II system, in 1837, an institution that, next to the IHGB, founded in later years, tasking If would deploy a bold national construction project from the monopoly of knowledge in historiographical then cut the Brazilian monarchy. Until that time the school was subject to the system of single classes, along the lines of royal schools, model used since the colonial period. For the student who was graduating at the College, he was granted entry to higher education without the need to pay examination. Thus, the Imperial College should be constituted while a model institution for other congeners that would be based in the provinces. This thesis aims to analyze the process of building a didactic narrative to the nation from Brazil's history textbooks used in Pedro II, between 1838 and 1898, starting from the hypothesis that the desire to be a model education set up only in the field of ideas and could not be effective in practice for some problems not so different from teaching today, such as: curriculum buildings, truancy, resistance and indifference to changes and educational reforms. In this way, holds up the thesis that the authors of textbooks adopted at the College, with some differences, addressed one nation's narrative model as a way of legitimizing monarchical project. In this sense, the colonial past was reframed as field experience to the present time the expectations of the political and intellectual elite of the Second Empire.