A internacionalização do ensino secundário e da formação dos sujeitos educacionais (1931-1961)

• Ano de defesa: 2021
• Autor(a) principal: Oliveira Neto, Fábio Marques de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Ensino secundário no Brasil; Apropriações; Internacionalização do ensino secundário; Recomendações das Conferências Internacionais de Instrução Pública
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/33217

This doctoral dissertation with regard to the theme − public reforms and educational politics to secondary education originated from recommendations approved at the International Conferences of Public Instruction, and at the inter-American Seminar on Secondary Education – has indicated as the object of study the school and educational policies appropriated by Brazilian educational authorities of recommendations from the International Conferences of Public Instruction, mainly. Its main objective was to consider, on one hand, the accomplishment of public reforms in secondary education and its associated educational policies, on the other hand, to analyze the specific appropriations related to secondary education in Brazil from 1931 (reform of secondary education by means of Decree number 19.890 from April, 18th, 1931) to 1961(approval of the Educational Law, Law number 4.024 from December 20th, 1961). The analyzes of the documentary corpus of the research – documents regarding recommendations from the international Conferences on Public Instruction (1932 a 1961) and from the interAmerican Seminar on Secondary Education (1955), the reports published on the International Yearbook of Education (1933 a 1961), as well as federal laws approved by members of Executive and Legislative Powers − was based, essentially, on the studies about the processes of interactions, appropriations, practices and formalities of practices by Michel de Certeau (1982), Roger Chartier (1990; 1995; 2007) and Peter Burke (2010).The thesis defended is that the history of the internationalization of Brazilian secondary education, in its theoretical, pedagogic and politic assumptions, can be situated at the distant time of the first Pan-American Conference (1889-1890), which has laid the foundations for the PanAmerican Union (founded in 1910), subsequently the Organization of American States (1948), as well as the foundation of the United Nations Educational, Scientific and Cultural Organization (1947), main promoters, in addition to the International Bureau of Education of the International Conferences on Public Instruction. The final conclusion is that the history of the internationalization of Brazilian secondary education, by means of its theoretical, pedagogic and politic assumptions from North-American hegemony organizations is, undoubtedly, the history of appropriations of recommendations from the International Conferences of Public Instruction, especially from 1931 to 1961.