A cruzada pelo ensino técnico no estado de São Paulo em tempos de ditadura: o governo Abreu Sodré e a educação desenvolvimentista (1967-1971)

• Autor(a) principal: Broti, Marcelo Peralli
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/39704
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; Ditadura civil-militar; Centro Paula Souza (CEETEPS); Teoria do capital humano; Governo Abreu Sodré; Ditadura civil-militar; Centro Paula Souza (CEETEPS); Teoria do capital humano; Governo Abreu Sodré

The proposed thesis aims to analyze the educational policies of the Abreu Sodré government (1967-1971), from the approach of a network of influences, interests and proposals aligned with a developmental policy implemented by the military government. The sources are books released by the governor, official documents, such as decrees, letters, the legislation of the time (which can be consulted on the website of the Official Gazette of the State of São Paulo), the State Education Plan of the State of São Paulo Biennium 1970- 1971 and press publications during the term of office. The research proposes to analyze how the theory of human capital, the developmental policy of the military government and the experiences of the intellectuals who composed its government contributed to the creation of public policies, educational institutions and how these served as instruments of social hegemony. As a proposal for analysis, we start from the theoretical contributions intellectual and cultural hegemony, by Antonio Gramsci and experience, by the English historian E.P. Thompson, in addition to the history of ideas, which must be presented as a historiographical modality related to a specific field. Gramsci contributes to a better understanding of the work of organic intellectuals formed by the educational institutions of the Sodré government and how they contributed to the maintenance of social hegemony. Thompson was chosen for the methodological renewal, considering the experiences of historical subjects as fundamental. Therefore, the research proposes to study the performance, based on their experiences, of the subjects of the Abreu Sodré government, as historical agents, within the social conditions of the period, in the field of education