Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889)
Ano de defesa: | 2021 |
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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: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Educação
|
Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://ri.ufs.br/jspui/handle/riufs/15900 |
Resumo: | This research aims to understand the meanings attributed to the idea of modern instruction in educational writings of 11 Brazilian intellectuals of the 1870 generation. For that, it was necessary to: identify in the intellectual itineraries the genealogy of origin of educational writings, paying attention to themes, typology of works, means of transmission used and the places of speech of their authors; to analyze the interlocutions established between educational discourses, foreign theories and the conjuncture of national education at the end of the Brazilian Empire; and to interpret how the idea of modern instruction was configured, paying attention to the similarities and divergences between the educational writings analyzed. To achieve the objectives, the approach of the History of intellectuals was used, according to Sirinelli (1996), combined with documentary research and the technique of prosopography. As research sources, laws, decrees, parliamentary speeches, newspaper articles, conferences, reports and public education reform projects prepared by Aarão Reis, Alberto Sales, Antônio da Silva Jardim, Rangel Pestana, Joaquim Nabuco, Luís Pereira Barreto were analyzed , Miguel Lemos, Raimundo Teixeira Mendes, Rui Barbosa, Silvio Romero and Tobias Barreto. The surveys of sources were carried out in physical and digital archives of institutions such as Fundação Getúlio Vargas (FGV); Center for Research and Documentation of Contemporary History of Brazil (CPDOC); Brasiliana Guita and José Mindlin Library; Library of the Faculty of Law of Pernambuco and São Paulo; Pedro Aleixo Library; Digital Library of the Federal Senate; National Library; Brazilian Academy of Letters and Historical and Geographic Institute of Brazil. It was possible to perceive that the 11 intellectuals analyzed, in their educational productions with a view to modern instruction, prioritized the defense of the principles of freedom, scientificity and secularism of teaching, the result of a scientific mentality, engendered both by places of inspiration, engagement and placement. ideas, such as the press, educational establishments and political spaces, as well as foreign theories and a historical vision of the country's transition, transformation and modernization. Finally, to think about education and its problems in the writings of the 1870 generation, is to think beyond the field of teaching and its particularities, correlating them to changes in society, economics, politics, religion, culture and to new moral values resulting from a society that was intended to be modern. |
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Santos, Laisa DiasConceição, Joaquim Tavares da2022-06-20T19:17:04Z2022-06-20T19:17:04Z2021-07-26SANTOS, Laisa Dias. Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889). 2021. Tese (Doutorado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2021.http://ri.ufs.br/jspui/handle/riufs/15900This research aims to understand the meanings attributed to the idea of modern instruction in educational writings of 11 Brazilian intellectuals of the 1870 generation. For that, it was necessary to: identify in the intellectual itineraries the genealogy of origin of educational writings, paying attention to themes, typology of works, means of transmission used and the places of speech of their authors; to analyze the interlocutions established between educational discourses, foreign theories and the conjuncture of national education at the end of the Brazilian Empire; and to interpret how the idea of modern instruction was configured, paying attention to the similarities and divergences between the educational writings analyzed. To achieve the objectives, the approach of the History of intellectuals was used, according to Sirinelli (1996), combined with documentary research and the technique of prosopography. As research sources, laws, decrees, parliamentary speeches, newspaper articles, conferences, reports and public education reform projects prepared by Aarão Reis, Alberto Sales, Antônio da Silva Jardim, Rangel Pestana, Joaquim Nabuco, Luís Pereira Barreto were analyzed , Miguel Lemos, Raimundo Teixeira Mendes, Rui Barbosa, Silvio Romero and Tobias Barreto. The surveys of sources were carried out in physical and digital archives of institutions such as Fundação Getúlio Vargas (FGV); Center for Research and Documentation of Contemporary History of Brazil (CPDOC); Brasiliana Guita and José Mindlin Library; Library of the Faculty of Law of Pernambuco and São Paulo; Pedro Aleixo Library; Digital Library of the Federal Senate; National Library; Brazilian Academy of Letters and Historical and Geographic Institute of Brazil. It was possible to perceive that the 11 intellectuals analyzed, in their educational productions with a view to modern instruction, prioritized the defense of the principles of freedom, scientificity and secularism of teaching, the result of a scientific mentality, engendered both by places of inspiration, engagement and placement. ideas, such as the press, educational establishments and political spaces, as well as foreign theories and a historical vision of the country's transition, transformation and modernization. Finally, to think about education and its problems in the writings of the 1870 generation, is to think beyond the field of teaching and its particularities, correlating them to changes in society, economics, politics, religion, culture and to new moral values resulting from a society that was intended to be modern.Esta pesquisa objetiva compreender os sentidos atribuídos à ideia de instrução moderna em escritos educacionais de 11 intelectuais brasileiros da geração 1870. Para tanto, foi necessário: identificar nos itinerários intelectuais a genealogia de origem dos escritos educacionais, atentando para temas, tipologia das obras, os meios de veiculação utilizados e os lugares de fala dos seus autores; analisar as interlocuções estabelecidas entre os discursos educacionais, teorias estrangeiras e a conjuntura da instrução nacional no final do Império brasileiro; e interpretar como se configurou a ideia de instrução moderna, destacando as similitudes e divergências entre os escritos educacionais. Para alcançar os objetivos, foi utilizada a abordagem da História dos intelectuais, segundo Sirinelli (1996), aliada à pesquisa documental e à técnica da prosopografia. Como fontes de pesquisa, foram analisadas leis, decretos, discursos parlamentares, artigos de jornais, conferências, relatórios e projetos de reformas da instrução pública elaborados por Aarão Reis, Alberto Sales, Antônio da Silva Jardim, Rangel Pestana, Joaquim Nabuco, Luís Pereira Barreto, Miguel Lemos, Raimundo Teixeira Mendes, Rui Barbosa, Silvio Romero e Tobias Barreto. Os levantamentos de fontes foram realizados em arquivos físicos e digitais de instituições como Fundação Getúlio Vargas (FGV); Centro de Pesquisa e Documentação de História Contemporânea do Brasil (CPDOC); Biblioteca Brasiliana Guita e José Mindlin; Biblioteca da Faculdade de Direito de Pernambuco e de São Paulo; Biblioteca Pedro Aleixo; Biblioteca Digital do Senado Federal; Biblioteca Nacional; Academia Brasileira de Letras e Instituto Histórico e Geográfico do Brasil. Foi possível considerar que os 11 intelectuais analisados, em suas produções educacionais com vistas a uma instrução moderna, priorizaram a defesa dos princípios de liberdade do ensino, cientificidade e laicidade da instrução, fruto de uma mentalidade científica, engendrada tanto por locais de inspiração, engajamento e veiculação das ideias, tais como a imprensa, estabelecimentos de ensino e espaços políticos, bem como por teorias estrangeiras e por uma visão histórica de transição, transformação e modernização do país. Por fim, pensar a educação e seus problemas nos escritos da geração 1870, é pensar para além do campo de ensino e suas particularidades, correlacionando-as às mudanças da sociedade, economia, política, religião, cultura e a novos valores morais decorrentes de uma sociedade que se intentava moderna.Fundação de Apoio a Pesquisa e à Inovação Tecnológica do Estado de Sergipe - FAPITEC/SESão CristóvãoporEducaçãoHistória da educaçãoEnsinoIntelectuaisSociologia educacionalEducaçãoEscritos educacionaisGeração 1870Instrução modernaIntelectuaisEducational writingsGeneration 1870History of educationModern educationIntellectualsCIENCIAS HUMANAS::EDUCACAOPropostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPós-Graduação em EducaçãoUFSreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessORIGINALLAISA_DIAS_SANTOS.pdfLAISA_DIAS_SANTOS.pdfapplication/pdf2105504https://ri.ufs.br/jspui/bitstream/riufs/15900/2/LAISA_DIAS_SANTOS.pdf53918ff6304596e0ad7e7cf6668f2806MD52TEXTLAISA_DIAS_SANTOS.pdf.txtLAISA_DIAS_SANTOS.pdf.txtExtracted texttext/plain435844https://ri.ufs.br/jspui/bitstream/riufs/15900/3/LAISA_DIAS_SANTOS.pdf.txta20d7d5792fb26a6d9fc6192251b67e7MD53THUMBNAILLAISA_DIAS_SANTOS.pdf.jpgLAISA_DIAS_SANTOS.pdf.jpgGenerated Thumbnailimage/jpeg1257https://ri.ufs.br/jspui/bitstream/riufs/15900/4/LAISA_DIAS_SANTOS.pdf.jpg1dbdc64b6a7b33c819edf16da0cc6528MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15900/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51riufs/159002022-06-20 16:17:04.153oai:ufs.br:riufs/15900TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvcihlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgRmVkZXJhbCBkZSBTZXJnaXBlIG8gZGlyZWl0byBuw6NvLWV4Y2x1c2l2byBkZSByZXByb2R1emlyIHNldSB0cmFiYWxobyBubyBmb3JtYXRvIGVsZXRyw7RuaWNvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFVuaXZlcnNpZGFkZSBGZWRlcmFsIGRlIFNlcmdpcGUgcG9kZSwgc2VtIGFsdGVyYXIgbyBjb250ZcO6ZG8sIHRyYW5zcG9yIHNldSB0cmFiYWxobyBwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgVW5pdmVyc2lkYWRlIEZlZGVyYWwgZGUgU2VyZ2lwZSBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgZGUgc2V1IHRyYWJhbGhvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIHNldSB0cmFiYWxobyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyBuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0bywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgbsOjbyBpbmZyaW5nZSBkaXJlaXRvcyBhdXRvcmFpcyBkZSBuaW5ndcOpbS4KCkNhc28gbyB0cmFiYWxobyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgw6AgVW5pdmVyc2lkYWRlIEZlZGVyYWwgZGUgU2VyZ2lwZSBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvLgoKQSBVbml2ZXJzaWRhZGUgRmVkZXJhbCBkZSBTZXJnaXBlIHNlIGNvbXByb21ldGUgYSBpZGVudGlmaWNhciBjbGFyYW1lbnRlIG8gc2V1IG5vbWUocykgb3UgbyhzKSBub21lKHMpIGRvKHMpIApkZXRlbnRvcihlcykgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIGRvIHRyYWJhbGhvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIGNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuIAo=Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-06-20T19:17:04Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889) |
title |
Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889) |
spellingShingle |
Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889) Santos, Laisa Dias Educação História da educação Ensino Intelectuais Sociologia educacional Educação Escritos educacionais Geração 1870 Instrução moderna Intelectuais Educational writings Generation 1870 History of education Modern education Intellectuals CIENCIAS HUMANAS::EDUCACAO |
title_short |
Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889) |
title_full |
Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889) |
title_fullStr |
Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889) |
title_full_unstemmed |
Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889) |
title_sort |
Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889) |
author |
Santos, Laisa Dias |
author_facet |
Santos, Laisa Dias |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Laisa Dias |
dc.contributor.advisor1.fl_str_mv |
Conceição, Joaquim Tavares da |
contributor_str_mv |
Conceição, Joaquim Tavares da |
dc.subject.por.fl_str_mv |
Educação História da educação Ensino Intelectuais Sociologia educacional Educação Escritos educacionais Geração 1870 Instrução moderna Intelectuais |
topic |
Educação História da educação Ensino Intelectuais Sociologia educacional Educação Escritos educacionais Geração 1870 Instrução moderna Intelectuais Educational writings Generation 1870 History of education Modern education Intellectuals CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational writings Generation 1870 History of education Modern education Intellectuals |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to understand the meanings attributed to the idea of modern instruction in educational writings of 11 Brazilian intellectuals of the 1870 generation. For that, it was necessary to: identify in the intellectual itineraries the genealogy of origin of educational writings, paying attention to themes, typology of works, means of transmission used and the places of speech of their authors; to analyze the interlocutions established between educational discourses, foreign theories and the conjuncture of national education at the end of the Brazilian Empire; and to interpret how the idea of modern instruction was configured, paying attention to the similarities and divergences between the educational writings analyzed. To achieve the objectives, the approach of the History of intellectuals was used, according to Sirinelli (1996), combined with documentary research and the technique of prosopography. As research sources, laws, decrees, parliamentary speeches, newspaper articles, conferences, reports and public education reform projects prepared by Aarão Reis, Alberto Sales, Antônio da Silva Jardim, Rangel Pestana, Joaquim Nabuco, Luís Pereira Barreto were analyzed , Miguel Lemos, Raimundo Teixeira Mendes, Rui Barbosa, Silvio Romero and Tobias Barreto. The surveys of sources were carried out in physical and digital archives of institutions such as Fundação Getúlio Vargas (FGV); Center for Research and Documentation of Contemporary History of Brazil (CPDOC); Brasiliana Guita and José Mindlin Library; Library of the Faculty of Law of Pernambuco and São Paulo; Pedro Aleixo Library; Digital Library of the Federal Senate; National Library; Brazilian Academy of Letters and Historical and Geographic Institute of Brazil. It was possible to perceive that the 11 intellectuals analyzed, in their educational productions with a view to modern instruction, prioritized the defense of the principles of freedom, scientificity and secularism of teaching, the result of a scientific mentality, engendered both by places of inspiration, engagement and placement. ideas, such as the press, educational establishments and political spaces, as well as foreign theories and a historical vision of the country's transition, transformation and modernization. Finally, to think about education and its problems in the writings of the 1870 generation, is to think beyond the field of teaching and its particularities, correlating them to changes in society, economics, politics, religion, culture and to new moral values resulting from a society that was intended to be modern. |
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2021 |
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2021-07-26 |
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2022-06-20T19:17:04Z |
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2022-06-20T19:17:04Z |
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SANTOS, Laisa Dias. Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889). 2021. Tese (Doutorado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2021. |
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http://ri.ufs.br/jspui/handle/riufs/15900 |
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SANTOS, Laisa Dias. Propostas educacionais nos discursos de intelectuais da geração 1870: ideias para um Brasil moderno (1870-1889). 2021. Tese (Doutorado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2021. |
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