O método Lancasteriano e o projeto de formação disciplinar do povo (São Paulo, 1808-1889)
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Data
2003-10-20
Autores
Neves, Fátima Maria [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Durante o período de construção do Estado Nacional e de descolonização, as elites dirigentes investiram conscientemente contra as manifestações sociais das classes subalternas, entendidas como desordens sociais. Sob a influência do pensamento liberal e iluminista, atribuíam à instrução dessas classes a função de preservar e garantir o funcionamento do Estado Monárquico, a unidade e a integridade nacional, mais a manutenção da estrutura social regida pela economia escravista. A instrumentalização desse projeto civilizatório se fez por meio da oficialização do Método Pedagógico Lancasteriano, em 1827. Tal contexto amparou a construção da problemática da investigação desta tese, a qual gira em torno das questões: quais as características e quais os pressupostos que o Método revelava, para despertar o interesse das elites ilustradas? O que explicava os interesses que aproximavam as elites do Método? As hipóteses formuladas foram: o Método apresentava um ideal pedagógico altamente disciplinador; os objetivos, a dinâmica e o processo de avaliação pedagógica investiam na construção de um homem militarmente disciplinado e socialmente obediente. A partir dessas formulações estabeleceu-se como objetivo geral investigar a implantação e a anexação do Método Lancasteriano como um projeto das elites que constituíram o Estado Nacional, para atuar no complexo quadro da disciplinarização das classes subalternas e da formação da nação, priorizando a Província de São Paulo. As principais fontes consultadas foram o livro de Joseph Lancaster, Improvements in Education (1805), e os Relatórios manuscritos dos professores da Província de São Paulo (1850 - 1889). Os referenciais teóricos foram construídos tendo por suporte historiadores nacionais que analisam e investigam as classes subalternas brasileiras do...
During the reconstruction period, of the National State for decolonization, the leading elite consciously invested against the social manifestations of the subordinate classes, known as social disorder. Under the influence of the enlightened liberal thinkers, education for the subordinate classes was seen as a way to preserve and guarantee the functioning of the Monarchic State, the national unity and integrity, and, as a way of maintaining the structure ruled by the slave society. This project of civilization was put into practice by officially implementing the Lancaster Method in 1827. This context protected the construction of research problems that revolve around such questions as: what are the characteristics and the suppositions that this method revealed in order to awaken the interest of the elite? And, how can the interests that identified and brought the elite closer to the method be explained? The hypothesis brought up were: the method brought a highly disciplinary pedagogical ideal; the objectives, dynamics and the process of evaluation, invested in the education or construction of a militarized disciplined and socially obedient individual. It was established, from that methodological construction, the objective of studying the implementation and annexation of the Lancaster Method as an elite project, responsible for the construction of the National State to act upon the complex picture of disciplining the subordinate classes and the education of a nation. This discipline took place in the province of Sao Paulo. The main sources consulted were: Joseph Lancaster's book Improvements in Education (1805) and the manuscripts written by the teachers of the Sao Paulo province (1850-1889). The theoretical references were put together with the help of national historians who analyze and research the Brazilian subordinate classes... (Complete abstract, click electronic access below)
During the reconstruction period, of the National State for decolonization, the leading elite consciously invested against the social manifestations of the subordinate classes, known as social disorder. Under the influence of the enlightened liberal thinkers, education for the subordinate classes was seen as a way to preserve and guarantee the functioning of the Monarchic State, the national unity and integrity, and, as a way of maintaining the structure ruled by the slave society. This project of civilization was put into practice by officially implementing the Lancaster Method in 1827. This context protected the construction of research problems that revolve around such questions as: what are the characteristics and the suppositions that this method revealed in order to awaken the interest of the elite? And, how can the interests that identified and brought the elite closer to the method be explained? The hypothesis brought up were: the method brought a highly disciplinary pedagogical ideal; the objectives, dynamics and the process of evaluation, invested in the education or construction of a militarized disciplined and socially obedient individual. It was established, from that methodological construction, the objective of studying the implementation and annexation of the Lancaster Method as an elite project, responsible for the construction of the National State to act upon the complex picture of disciplining the subordinate classes and the education of a nation. This discipline took place in the province of Sao Paulo. The main sources consulted were: Joseph Lancaster's book Improvements in Education (1805) and the manuscripts written by the teachers of the Sao Paulo province (1850-1889). The theoretical references were put together with the help of national historians who analyze and research the Brazilian subordinate classes... (Complete abstract, click electronic access below)
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Educação, Didática, Education, Didactics
Como citar
NEVES, Fátima Maria. O método Lancasteriano e o projeto de formação disciplinar do povo (São Paulo, 1808-1889). 2003. 293 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Assis, 2003.