INSTRUÇÃO PÚBLICA: história da escola primária no Maranhão oitocentista (1834 – 1889)
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Data
2019-08-15
Autores
Branco, Joseilma Lima Coelho Castelo [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Com o propósito de atingir o status de nação civilizada, os governantes das províncias do Brasil valeram-se da legislação e criaram escolas, referentes à escolarização primária, “em todas as cidades, vilas e lugares mais populosos do Império” (BRASIL, 1827). Os presidentes da província do Maranhão, incentivados pelos ideais Iluministas, começam a legislar em prol da civilização adquirida por meio da instrução pública primária. Assim, esta pesquisa, intitulada Instrução Pública: história da escola primária no Maranhão oitocentista (1834-1889) procura verificar como se deu o processo histórico de institucionalização das escolas públicas primárias nessa província. A importância de estudar a história da escola primária naquela localidade dá-se principalmente pela incipiente produção historiográfica sobre a instrução pública maranhense no início do século XIX. A delimitação temporal vai do início da década de 1830 ao final da década de 1880. A primeira, 1834, ano em que se deu a aprovação da Lei no 16, de 12 de agosto de 1834, na qual foram feitas algumas alterações e adições à Constituição Política do Império de 1824. Dentre as mudanças feitas nos termos desta lei, estabeleceram-se certas modificações significativas, principalmente no que se referiu ao Capítulo V da Constituição, que extinguiu os Conselhos Gerais das províncias e criou, em seu lugar, as assembleias legislativas provinciais com poderes para legislar sobre economia, justiça, entre outros temas, incluindo a educação. Já 1889, por ser considerado pela historiografia brasileira como o final do período Imperial e, já se ter uma política de organização interna do campo da instrução no interior das províncias. Neste trabalho, arrola-se na perspectiva metodológica a natureza bibliográfica e documental. Em primeiro lugar, partimos da afirmação de que “a pesquisa histórica é sustentada pelo tripé: as teorias da história, as fontes e a interpretação” (NUNES, 1989), portanto, privilegiamos os estudos de pesquisadores da história da educação e, em especial, a maranhense, cujas obras fazem referência à temática e ao período em questão. Em segundo lugar, recorre-se à pesquisa documental, detendo-se na análise e na seleção dos relatórios de governo dos presidentes da província do Maranhão e na Legislação Educacional produzida no período de 1834 a 1889, que abordam a temática pesquisada. Com base nas análises das fontes, foram criadas categorias de análise para se verificar a conformação da instrução pública primária do Maranhão. Para a definição dessas categorias, foi efetuado um mapeamento das mensagens, relatórios ou falas dos presidentes, extraindo os termos que se referiam à instrução pública à época, utilizando o processo de indexação de assuntos nas mensagens analisadas, classificando os termos em categorias gerais e definindo as categorias específicas. Com isso, foram elaborados quadros que possibilitaram conhecer aquilo que se falava sobre os elementos básicos constituintes da educação no Oitocentos: os alunos, as escolas e os professores. Este estudo aponta que o século XIX é um período fértil tanto para a problematização de questões atuais do campo educacional quanto para a produção historiográfica, e que a escolarização pública primária na província se desenvolveu no campo das leis, criando aulas de primeiras letras sem, contudo, as condições básicas de funcionamento, deixando para o período seguinte, a República, uma herança educacional débil. Contudo, almejou-se oferecer uma contribuição aos estudos sistemáticos sobre as instituições escolares primárias, uma vez que as empreitadas educacionais no período Imperial, no que tange ao cenário nordestino, ainda foram pouco descritas e analisadas na historiografia.
In order to achieve the status of a civilized nation, the rulers of the Brazilian provinces used legislation and created first letters, referring to primary schooling, “in all the cities, towns and most populous places of the Empire” (BRAZIL, 1827). The presidents of the province of Maranhão, encouraged by the Illuminist ideals, begin to legislate for the civilization acquired through primary public instruction. Thus, this research, entitled PUBLIC EDUCATION: history of the Primary School in Maranhão (1834-1889) seeks to verify how the historical process of institutionalization of primary public schools in this province occurred. The importance of studying the history of primary school in this locality is mainly due to the incipient historiographic production on the public education of Maranhão in the early nineteenth century. The time delimitation goes from the beginning of the 1830s to the end of the 1880s. The first, 1834, the year in which the Law n. 16 of August 12, 1834 was approved, in which some changes and additions to the Political Constitution of the Empire of 1824. Among the changes made under the terms of this law, a number of significant changes were made, especially with regard to Chapter V of the Constitution, which extinguished the General Councils of the provinces and created, instead, assemblies provincial legislatures with powers to legislate on economics, justice and among other topics, was education. As early as 1889, because it was considered by Brazilian historiography as the end of the Imperial period, and already have a policy of internal organization of the field of education within the provinces. In this work, the bibliographical and documentary nature is presented in the methodological perspective. We begin with the statement that “historical research is supported by the tripod: theories of history, sources and interpretation” (Nunes, 1989). Therefore, in the studies of researchers in the history of education, and especially in Maranhão, focusing on works that refer to the theme and the period in question. Secondly, documentary research is used, focusing on the analysis and selection of the government reports of the presidents of the province of Maranhão and on the Educational Legislation produced in the period from 1838 to 1889 that deal with the researched topic. Based on the analysis of the sources, categories of analysis were created to verify the conformation of the primary public education in Maranhão. In order to define these categories, the messages, reports or speeches of the presidents were mapped, extracting terms referring to public instruction at the time, using the process of indexing subjects in the analyzed messages, classifying the terms into general categories and defining the categories. With this, we elaborated tables that enabled us to know what was said about the basic constituent elements of education in the eighteenth century: students, schools and teachers. This study points out that the nineteenth century is a fertile period both for the problematization of current educational issues and for historiographic production, and that primary public schooling in the province has developed in the field of laws, creating first letter classes without, however, basic conditions of operation, leaving for the following period, the Republic a weak educational heritage. However, it was hoped to offer a contribution to the systematic studies on the primary school institutions, since the educational contracts in the Imperial period, as far as the northeastern scenario, were still little described and analyzed in the historiography
In order to achieve the status of a civilized nation, the rulers of the Brazilian provinces used legislation and created first letters, referring to primary schooling, “in all the cities, towns and most populous places of the Empire” (BRAZIL, 1827). The presidents of the province of Maranhão, encouraged by the Illuminist ideals, begin to legislate for the civilization acquired through primary public instruction. Thus, this research, entitled PUBLIC EDUCATION: history of the Primary School in Maranhão (1834-1889) seeks to verify how the historical process of institutionalization of primary public schools in this province occurred. The importance of studying the history of primary school in this locality is mainly due to the incipient historiographic production on the public education of Maranhão in the early nineteenth century. The time delimitation goes from the beginning of the 1830s to the end of the 1880s. The first, 1834, the year in which the Law n. 16 of August 12, 1834 was approved, in which some changes and additions to the Political Constitution of the Empire of 1824. Among the changes made under the terms of this law, a number of significant changes were made, especially with regard to Chapter V of the Constitution, which extinguished the General Councils of the provinces and created, instead, assemblies provincial legislatures with powers to legislate on economics, justice and among other topics, was education. As early as 1889, because it was considered by Brazilian historiography as the end of the Imperial period, and already have a policy of internal organization of the field of education within the provinces. In this work, the bibliographical and documentary nature is presented in the methodological perspective. We begin with the statement that “historical research is supported by the tripod: theories of history, sources and interpretation” (Nunes, 1989). Therefore, in the studies of researchers in the history of education, and especially in Maranhão, focusing on works that refer to the theme and the period in question. Secondly, documentary research is used, focusing on the analysis and selection of the government reports of the presidents of the province of Maranhão and on the Educational Legislation produced in the period from 1838 to 1889 that deal with the researched topic. Based on the analysis of the sources, categories of analysis were created to verify the conformation of the primary public education in Maranhão. In order to define these categories, the messages, reports or speeches of the presidents were mapped, extracting terms referring to public instruction at the time, using the process of indexing subjects in the analyzed messages, classifying the terms into general categories and defining the categories. With this, we elaborated tables that enabled us to know what was said about the basic constituent elements of education in the eighteenth century: students, schools and teachers. This study points out that the nineteenth century is a fertile period both for the problematization of current educational issues and for historiographic production, and that primary public schooling in the province has developed in the field of laws, creating first letter classes without, however, basic conditions of operation, leaving for the following period, the Republic a weak educational heritage. However, it was hoped to offer a contribution to the systematic studies on the primary school institutions, since the educational contracts in the Imperial period, as far as the northeastern scenario, were still little described and analyzed in the historiography
Descrição
Palavras-chave
Instrução pública, Maranhão, Século XIX, Public Instruction