História da gênese do Sindicato dos Professores do Rio de Janeiro (SINPRO-Rio) em tempos de modernização conservadora do capitalismo no Brasil (1871–1931)

• Autor(a) principal: Gabriel, André Luís
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2963
• topic: história da educação; sindicalismo e associativismo docente; SINPRO-Rio; proletarização; history of education; teacher unionism and association; SINPRO-Rio; proletarianization; historia de la educación; sindicalismo y asociación docente; SINPRO-Río; proletarización; CIENCIAS HUMANAS::EDUCACAO

Inserted in the field of the history of education, this study aimed to critically understand the organizational and sociopolitical performance of teachers in the city of Rio de Janeiro, in the context of educational associations and unionism. The periodization was based on the landmarks of the publication of the Manifesto dos professores públicos de instrução primária da Corte [Manifest of public primary education teachers of the Court] (1871) and the foundation of the Sindicato dos Professores do Rio de Janeiro e Região – SINPRO-Rio [Union of Teachers of Rio de Janeiro and Region] (1931). Based on the characterization of the Brazilian process of modernization of capitalism (led by a fraction of the political and economic elite linked to the agrarian-rural sector) and its conservative-authoritarian character, the transition of the economic structure (passage from the rural-agro-export model to the urban-industrial one) and from the political and administrative structure (from the monarchical to the republican regime), and its conditioning factors for educational policies and the consolidation of organized social movements (the case of mutualism, associationism and unionism), especially those of teachers. In addition to the ideology and rhetoric about modernization and modernity, the elitist and excluding character of the Brazilian educational apparatus was verified, revealing the reasons why the offer of education was always below what was necessary, even when economic needs exerted greater pressure for schooling and the expansion of this apparatus. The understanding of this itinerary required the adoption of a research methodology that established critical dialogue, interlocution and conceptual, political and historiographical discussion with an expressive range of authors who interpreted the modernization of Brazilian society. As a result of this understanding, remote vestiges of the proletarianization process and unionism of teaching work were located, analyzed from primary sources that make up an important documentary collection that the present study made it possible to obtain.