João Penteado: docência libertária no ensino elementar (1877-1913)
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Data
2021-11-29
Autores
Barbosa, Daniel da Silva
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Universidade Estadual Paulista (Unesp)
Resumo
Na busca de um lugar social do docente de educação básica para lidar com questões da atualidade, como docente intelectual orgânico, apresenta-se neste trabalho a visitação da formação intelectual do professor jauense anarquista João de Camargo Penteado, tendo como tripé de sua intelectualidade a formação dentro de um grupo espírita, num círculo cultural restrito de anarquistas e sua escolha pedagógica cruzando essas formas de interpretar o mundo ao redor. Nesta investigação, optou-se por aproximar-se do objeto de pesquisa – anarquismo e pedagogia libertária – na historiografia do Brasil e historiografia da História da Educação no Brasil para compreender possíveis agruras e vicissitudes. Dessa forma, optou-se pela Sociologia da Cultura de Raymond Williams, por compreender o espaço social dentro de uma cultura hegemônica, assim tanto a cultura oficial como as culturas emergentes e restritas devem dialogar e/ou enfrentar a cultura hegemônica, o que coloca a formação intelectual e humana de João Penteado dentro de um espaço de conflito de ideias e disputas de poder. Na investigação de fontes variadas – jornais anarquistas da capital do estado de São Paulo e jornais oficiais de Jaú, inventários, Anuário Geral de Ensino do estado de São Paulo, bem como produções memorialistas – foi possível a circulação pelas ideias circulantes nos espaços sociais e culturais onde João Penteado frequentou e assim formou suas bases de interpretação de mundo levando-o a se posicionar como sujeito e docente anarquista segundo essas ideias. As conclusões tiradas dessa investigação foi que um docente de educação básica pode estabelecer seu lugar social partindo das reflexões segundo suas expectativas sobre o ensino e qual sociedade se pretende formar com esse ensino.
In the search for a social place for the basic education teacher to deal with current issues, as an organic intellectual teacher, this work presents the visitation of the intellectual formation of the Jauense anarchist teacher João de Camargo Penteado, with formation as the tripod of his intellectuality. within a spiritist group, in a restricted cultural circle of anarchists and their pedagogical choice crossing these ways of interpreting the world around them. In this investigation, we chose to approach the research object – anarchism and libertarian pedagogy – in the historiography of Brazil and the historiography of the History of Education in Brazil to understand possible hardships and vicissitudes. Thus, we opted for Raymond Williams' So-ciology of Culture, to understand the social space within a hegemonic culture, so both the official culture and the emerging and restricted cultures must dialogue and/or face the hegemonic culture, which places João Penteado's intellectual and human formation within a space of conflict of ideas and power disputes. In the investigation of various sources – anarchist newspapers in the capital of the state of São Paulo and official newspapers in Jaú, inventories, the General Teaching Yearbook of the state of São Paulo, as well as memoir productions – it was possible to circulate ideas circulating in social spaces and cultural where João Penteado attended and thus formed his bases for interpreting the world, leading him to position himself as an anarchist subject and teacher according to these ideas. The conclusions drawn from this investigation were that basic education teachers can establish their social place based on reflections according to their expectations about teaching and which society is intended to form with this teaching.
In the search for a social place for the basic education teacher to deal with current issues, as an organic intellectual teacher, this work presents the visitation of the intellectual formation of the Jauense anarchist teacher João de Camargo Penteado, with formation as the tripod of his intellectuality. within a spiritist group, in a restricted cultural circle of anarchists and their pedagogical choice crossing these ways of interpreting the world around them. In this investigation, we chose to approach the research object – anarchism and libertarian pedagogy – in the historiography of Brazil and the historiography of the History of Education in Brazil to understand possible hardships and vicissitudes. Thus, we opted for Raymond Williams' So-ciology of Culture, to understand the social space within a hegemonic culture, so both the official culture and the emerging and restricted cultures must dialogue and/or face the hegemonic culture, which places João Penteado's intellectual and human formation within a space of conflict of ideas and power disputes. In the investigation of various sources – anarchist newspapers in the capital of the state of São Paulo and official newspapers in Jaú, inventories, the General Teaching Yearbook of the state of São Paulo, as well as memoir productions – it was possible to circulate ideas circulating in social spaces and cultural where João Penteado attended and thus formed his bases for interpreting the world, leading him to position himself as an anarchist subject and teacher according to these ideas. The conclusions drawn from this investigation were that basic education teachers can establish their social place based on reflections according to their expectations about teaching and which society is intended to form with this teaching.
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Palavras-chave
João Penteado, Anarquismo, História da educação, History of education, Anarchism