Moral, educação e religião na civilização da infância no Segundo Reinado (1854-1879)
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Data
2016-11-10
Autores
Narita, Felipe Ziotti [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Neste trabalho pretendo analisar o lugar da educação, da moral e da religião na construção de imagens e de saberes sobre a infância na Corte imperial (Rio de Janeiro), especificamente no período compreendido entre as duas importantes reformas do ensino: a reforma do ministro Couto Ferraz, em 1854, e a do ministro Leôncio de Carvalho, em 1879. Trata-se de um momento em que a infância era efetivamente objetivada nas atenções do Império a partir de processos de educação específicos, já que, além da produção livresca destinada àquele público (tanto livros de leitura quanto livros didáticos), os grupos letrados debatiam dimensões da instrução/educação em congressos e periódicos, apoiando, inclusive, a formulação de preocupações intitucionalizadas para a educação da infância (escolas, conferências públicas, institutos para crianças cegas e surdas, asilos para crianças desvalidas e sociedades de instrução). A pesquisa está fundamentada, sobretudo, em relatórios oficiais do Império, documentos de instituições de ensino e de caridade, livros escolares, periódicos e pareceres manuscritos de professores. Instruir, educar e moralizar: três fundamentos para que os jovens engenhos fossem inseridos no conjunto da sociedade imperial – momento em que a infância era construída, sobretudo, no horizonte político do Império, estabelecendo alguns importantes nexos entre uma nascente esfera educacional e a coerência de sua forma social estruturada a partir da rotinização de valores do campo da moralidade.
In this thesis, my purpose is to analyze how education, morals and religion constitute structural relations in the formation of images and knowledge on childhood in nineteenthcentury Rio de Janeiro. I analyze this problem between two important political reforms in education: the first was conducted by minister Couto Ferraz in 1856, and the second was implemented by minister Leôncio de Carvalho in 1879. In formulating this cronological approach, I would like to emphasize this period as an important moment in the emergence of childhood on the political horizon of the Brazilian Empire, taking into account important social processes that took place in Imperial Brazil from the 1850s through the 1870s: schoolbooks publication, institutionalized attentions on the education of children (schools, public lessons, asylums) and debates concerning instruction and education. The research is based on official reports, schoolbooks, newspapers and manuscripts. Instruction, education and moralization are understood in terms of structuration process of an educational sphere which gives a definite form to a society through the prism of the routinization of values from the realm of morality.
Dans cette thèse, j’analyse le rôle de l’éducation, de la morale et de la religion dans la construction des images et des savoirs sur l’enfance à Rio de Janeiro au XIXe siècle. Cette démarche est delimité par des réformes importantes concernant l’enseignement primaire: la réforme du ministre Couto Ferraz en 1854 et la réforme du ministre Leôncio de Carvalho en 1879. Il s’agit d’une période où l’enfance est effectivement apparu à l’horizon politique de l’Empire brésilien à partir de processus sociaux d’éducation spécifiques: la publication des manuels scolaires, les débats des élites culturelles sur l’instruction et l’éducation et la formation des préoccupations institutionalisées à l’égard de l’enfance (écoles, conférences publiques, instituts d’enseignement, etc.). La recherche est basée sur rapports officiels de l’Empire, documents des institutions d’enseignement et charité, manuels scolaires, journaux et documentation manuscrite. Dans l’ordre politique impérial, instruction, éducation et moralisation forment un ensemble pour la structuration de l’enfance dans la mesure où cette dynamique constitue les rélations entre une sphère de l’éducation et sa cohérence dans une forme sociale fondée sur la routinisation des valeurs du champ de la moralité.
In this thesis, my purpose is to analyze how education, morals and religion constitute structural relations in the formation of images and knowledge on childhood in nineteenthcentury Rio de Janeiro. I analyze this problem between two important political reforms in education: the first was conducted by minister Couto Ferraz in 1856, and the second was implemented by minister Leôncio de Carvalho in 1879. In formulating this cronological approach, I would like to emphasize this period as an important moment in the emergence of childhood on the political horizon of the Brazilian Empire, taking into account important social processes that took place in Imperial Brazil from the 1850s through the 1870s: schoolbooks publication, institutionalized attentions on the education of children (schools, public lessons, asylums) and debates concerning instruction and education. The research is based on official reports, schoolbooks, newspapers and manuscripts. Instruction, education and moralization are understood in terms of structuration process of an educational sphere which gives a definite form to a society through the prism of the routinization of values from the realm of morality.
Dans cette thèse, j’analyse le rôle de l’éducation, de la morale et de la religion dans la construction des images et des savoirs sur l’enfance à Rio de Janeiro au XIXe siècle. Cette démarche est delimité par des réformes importantes concernant l’enseignement primaire: la réforme du ministre Couto Ferraz en 1854 et la réforme du ministre Leôncio de Carvalho en 1879. Il s’agit d’une période où l’enfance est effectivement apparu à l’horizon politique de l’Empire brésilien à partir de processus sociaux d’éducation spécifiques: la publication des manuels scolaires, les débats des élites culturelles sur l’instruction et l’éducation et la formation des préoccupations institutionalisées à l’égard de l’enfance (écoles, conférences publiques, instituts d’enseignement, etc.). La recherche est basée sur rapports officiels de l’Empire, documents des institutions d’enseignement et charité, manuels scolaires, journaux et documentation manuscrite. Dans l’ordre politique impérial, instruction, éducation et moralisation forment un ensemble pour la structuration de l’enfance dans la mesure où cette dynamique constitue les rélations entre une sphère de l’éducation et sa cohérence dans une forme sociale fondée sur la routinisation des valeurs du champ de la moralité.
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História do Brasil (Império), Sociedade imperial, Religião, Moral, História da educação, History of Brazil (Empire), Imperial society, Religion, Morals, History of education, Histoire du Brésil (Empire), Société impériale, Morale, Histoire de l’Éducation