La Genese du concept d'education publique au Portugal et au Bresil.
The study is concerned with how the public education concept has been appropriated by several academic works in the field of history of education. In fact, they seem to use this concept in an anachronic way, without any real concern about its historicity. Thus, the study dialogues with the historian...
| Publicado en: | Paedagogica Historica Vol. 47; no. 1/2; pp. 49 - 64 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Feb-Apr2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=60040396&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 60040396 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Feb-Apr2011 vid: 47 iid: 1/2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 60040396 10.1080/00309230.2010.530283 ppf: 49 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 94KB tig: atl: La Genese du concept d'education publique au Portugal et au Bresil. aug: au: Campos Mendonça, Ana Waleska Pollo Chaves Vasconcelos, Maria Celi affil: Departamento de Educação, PUC‐Rio, Rio de Janeiro, Brazil Faculadade de Educação, UERJ, Rio de Janeiro, Brasil Faculdade de Educação, UCP, Rio de Janeiro, Brazil su: Public education History of education policy History of educational change Class differences Koselleck, Reinhart, 1923-2006 Social classes Popular education Portugal Brazil sug: subj: Portugal Brazil Public education History of education policy History of educational change Class differences Koselleck, Reinhart, 1923-2006 Social classes Popular education keyword: éducation publique Brésil XVIIIème et XIXème siècles Bresil education publique Portugal XVIIIeme et XIXeme siecles ab: The study is concerned with how the public education concept has been appropriated by several academic works in the field of history of education. In fact, they seem to use this concept in an anachronic way, without any real concern about its historicity. Thus, the study dialogues with the historian Reinhart Koselleck, in order to develop reflections on the historicity of the public education concept. From such a standpoint, it postulates assumptions that the concept has a history; it is articulated to a specific context that makes it comprehensible. Hence, the temporal variation of the concept is assumed as a historical event with a unique character articulated to its timing. Given this assumption, the study analyses two moments/dimensions of the genesis of the modern concept of public education in the Luso-Brazilian world. The first moment relates to the Marques de Pombal Reform of Education (Estudos Menores) in Portugal, in the eighteenth century. This educational reform expressed one of the first attempts at public education 'statisation' in Europe. It stresses the character of this policy, to be understood in the context of Illustrated Despotism in Portugal. Indeed such an intervention basically expresses the State's concern in controlling the formation of mentalities, mostly among the intellectual aristocracy. Hence, public education was aimed at the social strata that would support State policy to establish its centralisation project. From this perspective, it is not possible to identify public education with popular education. The second moment/dimension relates to Brazil in the nineteenth century, in the context of the constitution and consolidation of the Imperial State, which foresees the chance to straighten the State power, a pathway towards the fulfilment of its purposes. In such a context, the education and the legitimacy of its institutionalisation reflect the struggle between the local power (a Casa) and its resistance to Imperial State interference and domination. This theoretical and practical confrontation, occurring in the specific context of conflict between domestic education and public education, represents a twofold level of particular interest. At a first analytical level, the concept of public education springs from the opposition/differentiation established between the public ambit and the private one; hence, from such a perspective, public education is primordially that realised outside the domestic ambit. This antagonism is mostly expressed by the tension among the terms of public education/instruction that pervades pedagogical debate at that time. It also refers to the resistance showed by the leading elites towards the growing interference of public power, mostly the State, in the private ambit that had been, until then, under its own jurisdiction: to decide on, to contract out and to account for in relation to their children's education. At a second analytical level, without any doubt, such a conflict is related to the universalisation process of the school model being consolidated in Brazil at the end of the nineteenth century and at the beginning of the twentieth century. pubtype: Academic Journal doctype: Article src: R language: French refInfo: copyright: @attributes: flag: Y custom: Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Paedagogica Historica holder: Taylor & Francis Ltd dt: @attributes: year: 2011 holdings: @attributes: islocal: N |
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