HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973)
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/2016 |
Resumo: | Before the Portuguese invasion in the current Guinea-Bissau, this territory was populated by several ethnic groups that had their social, political, cultural, and educational organizations, among other norms of coexistence and ways of living. These ethnic groups that made up the State of Guinea-Bissau had a very rich education based on the oral transmission of knowledge, in which positive values were passed on from the elders to the youngsters, from generation to generation. It is exactly the presence of this cutout, still in force today, that became the focus of this research. The central scope was to analyze the records of the history of education in Guinea-Bissau from three distinct educational perspectives: i) the educational perspective in the oral tradition, from the African bibliographic production on the educational process of the Balanta ethnic group; ii) from the African bibliographic production, which presents the fundamental features of the colonial schooling process in Guinea-Bissau; iii) and the PAIGC educational process during the period of the national liberation struggle (1963-1973). The education that the Portuguese implemented was based on the Western reality, directed exclusively to the children of traditional chiefs and to the assimilated (individuals who assimilated to European culture and those who professed the Catholic faith, which left a significant number of Guineans out of colonial education). Due to this exclusion from education, the African Party for the Independence of Guinea and Cape Verde (PAIGC, acronym in Portuguese) created its own educational project with the intention of safeguarding local cultures and their values and training future cadres, with the mission of developing the two countries (Guinea and Cape Verde) when they became independent and free from colonial oppression. The educational model implemented by the PAIGC in the liberated zones sought to recapture what was important in the experience of traditional Guinean society without disregarding the knowledge of the elders, the griot, the healers, and other types of knowledge. To answer the problem of this work, we used a post-colonial theoretical perspective aligned with the cultural, philosophical, artistic and literary history left by colonialism in both colonized and colonizers countries. In order to undertake the proposed analysis, this research was characterized, firstly, as bibliographical, because it resorted to sources constituted by already elaborated material, such as books and scientific articles. In regards to the research's methodological procedure, the phenomenological method was used to better understand the participants' experiences and to analyze the data obtained through the interviews. It was possible, from this approach, to listen to the lived experiences of the interviewed subjects and rescue the memory of their access to formal education and the notes they studied during their schooling periods. Within its project, the PAIGC did not rule out the possibility of forming a "New Man". Amílcar Cabral insisted a lot on the notion of the "New Man", that is, a man different from the one who was formed in the colonial school with European principles and culture. In this logic of thought, the school would be an alternative to educate citizens, form the "New Man" and thinkers of the future nation. |
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Brito, Evandro Oliveira dehttp://lattes.cnpq.br/495666649743792762178800327http://lattes.cnpq.br/3760365002834043COSTA, ADENAUER MARCOS DA2023-03-14T12:06:38Z2023-01-17COSTA, ADENAUER MARCOS DA. HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973). 2023. 147 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava.http://tede.unicentro.br:8080/jspui/handle/jspui/2016Before the Portuguese invasion in the current Guinea-Bissau, this territory was populated by several ethnic groups that had their social, political, cultural, and educational organizations, among other norms of coexistence and ways of living. These ethnic groups that made up the State of Guinea-Bissau had a very rich education based on the oral transmission of knowledge, in which positive values were passed on from the elders to the youngsters, from generation to generation. It is exactly the presence of this cutout, still in force today, that became the focus of this research. The central scope was to analyze the records of the history of education in Guinea-Bissau from three distinct educational perspectives: i) the educational perspective in the oral tradition, from the African bibliographic production on the educational process of the Balanta ethnic group; ii) from the African bibliographic production, which presents the fundamental features of the colonial schooling process in Guinea-Bissau; iii) and the PAIGC educational process during the period of the national liberation struggle (1963-1973). The education that the Portuguese implemented was based on the Western reality, directed exclusively to the children of traditional chiefs and to the assimilated (individuals who assimilated to European culture and those who professed the Catholic faith, which left a significant number of Guineans out of colonial education). Due to this exclusion from education, the African Party for the Independence of Guinea and Cape Verde (PAIGC, acronym in Portuguese) created its own educational project with the intention of safeguarding local cultures and their values and training future cadres, with the mission of developing the two countries (Guinea and Cape Verde) when they became independent and free from colonial oppression. The educational model implemented by the PAIGC in the liberated zones sought to recapture what was important in the experience of traditional Guinean society without disregarding the knowledge of the elders, the griot, the healers, and other types of knowledge. To answer the problem of this work, we used a post-colonial theoretical perspective aligned with the cultural, philosophical, artistic and literary history left by colonialism in both colonized and colonizers countries. In order to undertake the proposed analysis, this research was characterized, firstly, as bibliographical, because it resorted to sources constituted by already elaborated material, such as books and scientific articles. In regards to the research's methodological procedure, the phenomenological method was used to better understand the participants' experiences and to analyze the data obtained through the interviews. It was possible, from this approach, to listen to the lived experiences of the interviewed subjects and rescue the memory of their access to formal education and the notes they studied during their schooling periods. Within its project, the PAIGC did not rule out the possibility of forming a "New Man". Amílcar Cabral insisted a lot on the notion of the "New Man", that is, a man different from the one who was formed in the colonial school with European principles and culture. In this logic of thought, the school would be an alternative to educate citizens, form the "New Man" and thinkers of the future nation.Antes da invasão portuguesa na atual Guiné-Bissau, esse território era povoado por diversos grupos étnicos que tinham suas organizações sociais, políticas, culturais e educativas, entre outras normas de convivências e modos de viver. Esses agrupamentos étnicos que compunham o Estado da Guiné-Bissau tinham uma educação muito rica que se baseava na transmissão oral de conhecimento, em que os valores positivos eram repassados dos mais velhos aos mais novos, de geração em geração. É exatamente a presença desse recorte, vigente ainda hoje, que se tornou o foco desta pesquisa. O escopo central foi analisar os registros da história da educação na Guiné-Bissau em três perspectivas educacionais distintas: i) a perspectiva educacional na tradição oral, a partir da produção bibliográfica africana sobre o processo educacional da etnia Balanta; ii) a partir a produção bibliográfica africana, que apresenta os traços fundamentais do processo de escolarização colonial na Guiné-Bissau; iii) e o processo educativo do PAIGC no período da luta da libertação nacional (1963-1973). A educação que os portugueses implementavam era baseada na realidade ocidental, direcionada exclusivamente para os filhos de chefes tradicionais e para os assimilados (indivíduos que assimilavam a cultura europeia e os que professavam a fé católica, o que deixava um número significativo dos guineenses fora ensino colonial). Devido a essa exclusão do ensino, o Partido Africano para a Independência da Guiné e Cabo-Verde (PAIGC) criou o seu próprio projeto educacional com a intenção de salvaguardar as culturas locais e os seus valores e de formar os futuros quadros, com a missão de desenvolver os dois países (Guiné e Cabo-Verde) quando se tornassem independentes e livres da opressão colonial. O modelo educativo implementado pelo PAIGC nas zonas libertadas buscava reconquistar o que havia de importante na experiência da sociedade tradicional guineense o conhecimento dos anciões, dos griot, dos curandeiros e os outros tipos de saberes. Para responder ao problema deste trabalho, utilizou-se uma perspectiva teórica pós-colonial alinhada à história cultural, filosófica, artística e literária deixada pelo colonialismo tanto nos países colonizados quanto nos colonizadores. Com intuito de empreender a análise proposta, esta pesquisa caracterizou-se, primeiramente, como bibliográfica, pois recorreu-se a fontes constituídas por material já elaborado, como livros e artigos científicos. No que se refere ao procedimento metodológico da pesquisa, utilizou-se o método fenomenológico para melhor compreensão das vivências dos participantes e para a análise dos dados obtido por meio das entrevistas. Foi possível, a partir dessa abordagem, ouvir as experiências vividas pelos sujeitos entrevistados e resgatar a memória dos seus acessos ao ensino formal e dos apontamentos que estudaram durante seus períodos de escolarização. Dentro de seu projeto, o PAIGC não descartou a possiblidade de formar um “Homem Novo”. Amílcar Cabral insistiu bastante na noção do “Homem Novo”, ou seja, um homem diferente daquilo que foi formado na escola colonial com os princípios e a cultura europeia. Nessa lógica de pensamento, a escola seria uma alternativa de educar os cidadãos, formar o “Homem Novo” e pensadores da futura nação.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2023-03-14T12:06:38Z No. of bitstreams: 1 Dissertação - Adenauer Marcos da Costa.pdf: 3932997 bytes, checksum: 435f9c2d62bf13ad19d4bed55b4d3cf2 (MD5)Made available in DSpace on 2023-03-14T12:06:38Z (GMT). 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dc.title.por.fl_str_mv |
HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973) |
dc.title.alternative.eng.fl_str_mv |
History of Education in Guinea-Bissau: analysis of the PAIGC Educational Project in the period of the National Liberation Struggle (1963-1973) |
title |
HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973) |
spellingShingle |
HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973) COSTA, ADENAUER MARCOS DA Guiné-Bissau Tradição Oral Educação de Povo Balanta PAIGC Guinea-Bissau Oral Tradition Balanta people's education PAIGC CIENCIAS HUMANAS::EDUCACAO |
title_short |
HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973) |
title_full |
HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973) |
title_fullStr |
HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973) |
title_full_unstemmed |
HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973) |
title_sort |
HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973) |
author |
COSTA, ADENAUER MARCOS DA |
author_facet |
COSTA, ADENAUER MARCOS DA |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Brito, Evandro Oliveira de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4956666497437927 |
dc.contributor.authorID.fl_str_mv |
62178800327 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3760365002834043 |
dc.contributor.author.fl_str_mv |
COSTA, ADENAUER MARCOS DA |
contributor_str_mv |
Brito, Evandro Oliveira de |
dc.subject.por.fl_str_mv |
Guiné-Bissau Tradição Oral Educação de Povo Balanta PAIGC |
topic |
Guiné-Bissau Tradição Oral Educação de Povo Balanta PAIGC Guinea-Bissau Oral Tradition Balanta people's education PAIGC CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Guinea-Bissau Oral Tradition Balanta people's education PAIGC |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Before the Portuguese invasion in the current Guinea-Bissau, this territory was populated by several ethnic groups that had their social, political, cultural, and educational organizations, among other norms of coexistence and ways of living. These ethnic groups that made up the State of Guinea-Bissau had a very rich education based on the oral transmission of knowledge, in which positive values were passed on from the elders to the youngsters, from generation to generation. It is exactly the presence of this cutout, still in force today, that became the focus of this research. The central scope was to analyze the records of the history of education in Guinea-Bissau from three distinct educational perspectives: i) the educational perspective in the oral tradition, from the African bibliographic production on the educational process of the Balanta ethnic group; ii) from the African bibliographic production, which presents the fundamental features of the colonial schooling process in Guinea-Bissau; iii) and the PAIGC educational process during the period of the national liberation struggle (1963-1973). The education that the Portuguese implemented was based on the Western reality, directed exclusively to the children of traditional chiefs and to the assimilated (individuals who assimilated to European culture and those who professed the Catholic faith, which left a significant number of Guineans out of colonial education). Due to this exclusion from education, the African Party for the Independence of Guinea and Cape Verde (PAIGC, acronym in Portuguese) created its own educational project with the intention of safeguarding local cultures and their values and training future cadres, with the mission of developing the two countries (Guinea and Cape Verde) when they became independent and free from colonial oppression. The educational model implemented by the PAIGC in the liberated zones sought to recapture what was important in the experience of traditional Guinean society without disregarding the knowledge of the elders, the griot, the healers, and other types of knowledge. To answer the problem of this work, we used a post-colonial theoretical perspective aligned with the cultural, philosophical, artistic and literary history left by colonialism in both colonized and colonizers countries. In order to undertake the proposed analysis, this research was characterized, firstly, as bibliographical, because it resorted to sources constituted by already elaborated material, such as books and scientific articles. In regards to the research's methodological procedure, the phenomenological method was used to better understand the participants' experiences and to analyze the data obtained through the interviews. It was possible, from this approach, to listen to the lived experiences of the interviewed subjects and rescue the memory of their access to formal education and the notes they studied during their schooling periods. Within its project, the PAIGC did not rule out the possibility of forming a "New Man". Amílcar Cabral insisted a lot on the notion of the "New Man", that is, a man different from the one who was formed in the colonial school with European principles and culture. In this logic of thought, the school would be an alternative to educate citizens, form the "New Man" and thinkers of the future nation. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-03-14T12:06:38Z |
dc.date.issued.fl_str_mv |
2023-01-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
COSTA, ADENAUER MARCOS DA. HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973). 2023. 147 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/2016 |
identifier_str_mv |
COSTA, ADENAUER MARCOS DA. HISTÓRIA DA EDUCAÇÃO NA GUINÉ-BISSAU: ANÁLISE DO PROJETO EDUCATIVO DO PAIGC NO PERÍODO DA LUTA DA LIBERTAÇÃO NACIONAL (1963-1973). 2023. 147 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava. |
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