Símbolos Pátrios: : a representação de ícones nacionais no Rio Grande do Sul na Primeira República

• Autor(a) principal: Bica, Alessandro
• Data de Publicação: 2022
• Outros Autores: Maria Augusta Martiarena de Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em foco
• Texto Completo: https://revista.uemg.br/index.php/educacaoemfoco/article/view/6538
• topic: Escola; História da Educação; Diretrizes Educacionais; ícones pátrios; School, History of Education, Educational Guidelines, patriotic icons; Escuela, Historia de la Educación, Lineamientos Educativos, íconos patrios

The transition from the Empire to the Republic ended up intensifying the use of the school as a space for the formation of citizens and the so-called Brazilian nationalities. Several authors have dedicated themselves to this topic, such as Carvalho (1998), Nagle (2001), Faria Filho (1998) and Souza (1996). At the regional level, Tambara (1998) and Corsetti (2000) made important reflections on education in the First Republic. In this perspective, this article aims to discuss issues related to educational guidelines in different periods of the history of education in the State of Rio Grande do Sul, the school has always had a fundamental role in the formation of the Brazilian nation, in this way the gaucho positivists of the First Republic and the military in the 1970s imprinted republican precepts on their speeches and practices in line with their historical time. In the composition of this work, source documents such as Intendential Reports, photographs and news from newspapers will be used, which circulated in the localities of Pelotas and Bagé, between the 1910s and 1920s. refers to the interlocutions between History and Social Theory, based on Burke (2002). The present study is also based on Bourdieu (2006), with regard to the category of symbolic power. The studies on architecture and school spaces by Frago (2001), Escolano (2000), as well as by Bencostta (2009) and Vidal (2006) were also taken into account. It is understood that patriotic icons were widely used in the educational space, constituting elements of symbolic power, which contributed to the strengthening of the republican regime, which relied on the school as a locus of affirmation. To this end, such symbols were present both as integral elements of the school space, as well as present in curricular educational practices or not, whether in activities in subjects, such as manual work or in civic celebrations, which were widely held in this period.