INHERITANCE OF THE FRENCH REVOLUTION: THE EDUCATIONAL POLICY OF THE FIRST LETTERS IN BRAZIL

• Autor(a) principal: Ressineti, Telma Renata
• Data de Publicação: 2017
• Outros Autores: Costa, Áurea de Carvalho
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/36620
• topic: Right to elementary education; Educational policy; French Revolution; Rapport de Condorcet.; Direito à educação elementar; Política educacional; Revolução Francesa; Rapportde Condorcet.

In this article we aim to point out the influence of liberal educational thought constituted in the French revolution situation, analyzing to what extent there is descent in the choices of fighting guidelines for the implementation of the right policies to public education, free and secular in Brazil. Our problematic is the question of whether the fact that the democratization policies of the first letters education in Brazil have been inspired by the principles of liberalism, does not constitute a barrier to the effective universalization. To achieve the objective of this text, we developed a research from the qualitative approach, carrying out documentary and bibliographic analysis of organized material, conducting a discussion of the results in the theoretical framework of historical and dialectical materialism. The presentation was organized in two points: educational debate in the French revolutionary period, especially the Rapport de Condorcet and then the analysis of the influence of widespread ideals that period on the democratization of public elementary education in Brazil. We found that the debate on the democratization of primary education in France and Brazil, was present in public policy development since the formation of nation-states, and that its liberal character justified the policy of the hegemonic class option to postpone the realization of the right to elementary education until it becomes an unavoidable necessity of the capitalist mode of production, both for the production of consensus necessary for the consolidation of neoliberalism as a political and economic strategy, and for the training of workers to act in situations of development of productive forces.