Negros e negra vestem a toga da Escola Normal de São Paulo (1890 - 1930)
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Data
2021-03-25
Autores
Santos, José Veloso dos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente tese dedica-se à análise do processo de inserção do negro no ambiente escolar da Primeira República especificamente na Escola Normal de São Paulo no período de 1890 – 1930. Neste período vamos encontrar quatro agentes negros que, através de suas jornadas, elucidam a presença de negros na condição de alunos e docentes na instrução pública paulistana. As elites paulistanas elegeram, no final do século XIX, a imigração europeia como ferramenta elementar para São Paulo ter acesso à modernidade. Em consequência, o negro ficou a margem do projeto civilizatório na capital do café. No entanto, há um percentual do escol negro que faz o contraponto a esse estado de coisas exercendo militância não violenta, mas articulada por meio das franjas do discurso patriarcal e colonialista tendo como cúmplices alguns dos agentes da classe senhorial. Nesse pequeno grupo encontramos o Edmundo Malachias de Almeida Lisboa, Alfredo Machado Pedrosa, Benedicto Galvão e Virgínia Leone Bicudo. Os dados sobre estes agentes foram coletados através da revisão bibliográfica e pesquisa de campo em arquivos como o Centro de Referências em Educação Mario Covas, que proporcionou o acesso a alguns documentos inéditos. O suporte teórico revisado e utilizado foi alinhado à visão de mundo proposta pela História Cultural, produzido por pensadores como Michel Foucault (1979, 1987), Roger Chartier (1990), Michel de Certeau (1994), Pierre Bourdieu (2004) e Carlo Ginzburg (1989). À luz dos documentos e referências encontrados, discute-se, eugenia, patriarcalismo, feminismo, e como a subjetividade negra perpassa a militância negra de Virginia. A inovação reside na diminuição do silêncio em torno deste tema, na apresentação de documento inédito e na contribuição social ao elucidar subjetividades negras inviabilizadas.
This thesis is dedicated to the analysis of the process of insertion of black students in the school environment of the First Republic, specifically in the Escola Normal de São Paulo in 1890-1930. In this period, we will find four black agents who, through their journeys, elucidate the presence of black people as students and teachers in public instruction in São Paulo. In the late nineteenth century, São Paulo's elites elected European immigration as an elementary tool for São Paulo to gain access to modernity. As a result, blacks were left on the sidelines of the civilization project in the coffee capital. However, there is a percentage of the black people that counteracts this state of affairs by exercising nonviolent militancy, articulated through the fringes of the patriarchal and colonialist discourse, having as accomplices some of the agents of the aristocratic class. In this small group we find Edmundo Malachias de Almeida Lisboa, Alfredo Machado Pedrosa, Benedicto Galvão and Virgínia Leone Bicudo. Data on these agents were collected through literature review and field research in archives such as the Mario Covas Education Reference Center, which provided access to some unpublished documents. The theoretical support revised and used was aligned with the worldview proposed by Cultural History, produced by thinkers such as Michel Foucault (1979, 1987), Roger Chartier (1990), Michel de Certeau (1994), Pierre Bourdieu (2004) and Carlo Ginzburg (1989). In light of the documents and references found, we discuss eugenics, patriarchy, feminism, and how black subjectivity permeates Virginia's black militancy. The innovation resides in the reduction of silence around this theme, in the presentation of an unpublished document and in the social contribution by elucidating unfeasible black subjectivities.
This thesis is dedicated to the analysis of the process of insertion of black students in the school environment of the First Republic, specifically in the Escola Normal de São Paulo in 1890-1930. In this period, we will find four black agents who, through their journeys, elucidate the presence of black people as students and teachers in public instruction in São Paulo. In the late nineteenth century, São Paulo's elites elected European immigration as an elementary tool for São Paulo to gain access to modernity. As a result, blacks were left on the sidelines of the civilization project in the coffee capital. However, there is a percentage of the black people that counteracts this state of affairs by exercising nonviolent militancy, articulated through the fringes of the patriarchal and colonialist discourse, having as accomplices some of the agents of the aristocratic class. In this small group we find Edmundo Malachias de Almeida Lisboa, Alfredo Machado Pedrosa, Benedicto Galvão and Virgínia Leone Bicudo. Data on these agents were collected through literature review and field research in archives such as the Mario Covas Education Reference Center, which provided access to some unpublished documents. The theoretical support revised and used was aligned with the worldview proposed by Cultural History, produced by thinkers such as Michel Foucault (1979, 1987), Roger Chartier (1990), Michel de Certeau (1994), Pierre Bourdieu (2004) and Carlo Ginzburg (1989). In light of the documents and references found, we discuss eugenics, patriarchy, feminism, and how black subjectivity permeates Virginia's black militancy. The innovation resides in the reduction of silence around this theme, in the presentation of an unpublished document and in the social contribution by elucidating unfeasible black subjectivities.
Descrição
Palavras-chave
História da educação, Negro, Instrução pública paulistana, History of education, Black, Public instruction in São Paulo, Militância, Militancy
Como citar
SANTOS, José Veloso dos. Negros e negra vestem a toga da Escola Normal de São Paulo (1890 - 1930). 2021.Tese (Doutorado em Educação) - Universidade Estadual Paulista (Unesp), Faculdade de Filosofia e Ciências, Marília, 2021.