THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT

Detalhes bibliográficos
Autor(a) principal: MACIEL, ANTÔNIO CARLOS
Data de Publicação: 2020
Outros Autores: BOTELHO MOURÃO, ARMINDA RACHEL, DA SILVA, CINTIA ADÉLIA
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/37506
Resumo: Ever since the middle of the first decade of the 2000s, the debate on integral educationhas been intensified, in Brazil. Those in favor of the “work as an educational principle” have pursuedepistemological foundations on a Marxian conception of education; different social sectors of liberalismmaintained the same, in its essence, attached to the relation between education and moral. Someindividuals, though, based on ideological reasons, without clear explanations of their grounds. This paperaims at demonstrating epistemological and political foundations on the definitions of education andintegral education. That was carried out by the use of Historical-Critical Analysis (SAVIANI, 2003;MACIEL e BRAGA, 2008), methodologically based on Dialectical and Historical Materialism (MARX,1983), to investigate those concepts pathway. Because of the method, we have started from the analysisof I International texts (MARX, 1976; BAKUNIN, 2003) so that we could reach Proudhon (2007) andthen set clues that point to the French Revolution (CONDORCET, 1792; LEPELLETIER, 1793), whichdirects to Dewey (1979) and Teixeira (1959). As a result of this adventure, the following conclusions havebeen set: from the French Revolution, the concepts on education are grounded on intellectual, physicaland moral dimensions (except for Marx); when it comes to public education, all of them take intoconsideration education for work, nonetheless, liberals focus on subaltern work, whereas socialists focuson emancipation. Such difference implies antagonistic concepts on education and integral education.
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spelling THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPTLA REVOLUCIÓN FRANCESA Y LA EDUCACIÓN INTEGRAL EN BRASIL: DE LA CONCEPCIÓN AL CONCEPTOA REVOLUÇÃO FRANCESA E A EDUCAÇÃO INTEGRAL NO BRASIL: DA CONCEPÇÃO AO CONCEITORevolução francesaeducação integral liberaleducação integral politécnicaconcepçãoconceitoFrench revolutionliberal integral educationintegral polytechnic educationconceptionconceptRevolución francesaeducación integral liberaleducación integral politécnicaconcepciónconceptoEver since the middle of the first decade of the 2000s, the debate on integral educationhas been intensified, in Brazil. Those in favor of the “work as an educational principle” have pursuedepistemological foundations on a Marxian conception of education; different social sectors of liberalismmaintained the same, in its essence, attached to the relation between education and moral. Someindividuals, though, based on ideological reasons, without clear explanations of their grounds. This paperaims at demonstrating epistemological and political foundations on the definitions of education andintegral education. That was carried out by the use of Historical-Critical Analysis (SAVIANI, 2003;MACIEL e BRAGA, 2008), methodologically based on Dialectical and Historical Materialism (MARX,1983), to investigate those concepts pathway. Because of the method, we have started from the analysisof I International texts (MARX, 1976; BAKUNIN, 2003) so that we could reach Proudhon (2007) andthen set clues that point to the French Revolution (CONDORCET, 1792; LEPELLETIER, 1793), whichdirects to Dewey (1979) and Teixeira (1959). As a result of this adventure, the following conclusions havebeen set: from the French Revolution, the concepts on education are grounded on intellectual, physicaland moral dimensions (except for Marx); when it comes to public education, all of them take intoconsideration education for work, nonetheless, liberals focus on subaltern work, whereas socialists focuson emancipation. Such difference implies antagonistic concepts on education and integral education.A partir de mediados de la primera década de los años de 2000, el debate sobre la educaciónintegral se intensificó en Brasil. Los partidarios del “trabajo como principio educativo” buscaronfundamentos epistemológicos en la concepción marxista de la educación; los diferentes estratos socialesdel liberalismo permanecieron esencialmente vinculados a la relación entre educación y moral. Unos yotros, sin embargo, por razones ideológicas, sin explicar el origen de estos fundamentos. Este artículotiene como objetivo: demostrar el origen epistemológico y político de la concepción y conceptos deeducación y educación integral. Para tanto, utilizamos el análisis histórico-crítica (SAVIANI, 2003;MACIEL y BRAGA, 2008), metodológicamente fundamentado en el materialismo histórico-dialéctico(MARX, 1983b) para investigar la trayectoria de estos conceptos. Debido al método, el análisis comienzacon los textos de la I Internacional (MARX, 1976; BAKUNIN, 2003) para llegar a Proudhon (2007) y,de ahí, por pistas que conducen a los textos de la Revolución Francesa (CONDORCET, 1792;LEPELLETIER, 1793) que, a su vez, conducen a Dewey (1979) y Teixeira (1959). Como resultado deesta aventura se llega a las siguientes conclusiones: a partir de la Revolución Francesa, las concepcionesde la educación se basan en las dimensiones intelectual, física y moral (excepto Marx); en términos deeducación pública, todas llevan en cuenta la formación para el trabajo, pero las liberales apuntan al trabajosubalterno, mientras que las socialistas apuntan a la emancipación. Tal diferencia implica definicionesantagónicas de los conceptos de educación y educación integral.A partir de meados da primeira década dos anos 2000, intensificou-se no Brasil o debatesobre educação integral. Os partidários do “trabalho como princípio educativo” buscaram osfundamentos epistemológicos na concepção marxiana de educação; os diferentes estratos sociais doliberalismo mantiveram-se, no essencial, atrelados à relação entre educação e moral. Uns e outros,contudo, por razões ideológicas, sem explicitar a origem desses fundamentos. Este artigo tem como exatoobjetivo: demonstrar a origem epistemológica e política da concepção e dos conceitos de educação e deeducação integral. Para tanto, utilizou-se da análise histórico-crítica (SAVIANI, 2003; MACIEL eBRAGA, 2008), metodologicamente fundada no materialismo histórico-dialético (MARX, 1983b) paraperquirir a trajetória desses conceitos. Em função do método, parte-se da análise dos textos da IInternacional (MARX, 1976; BAKUNIN, 2003) para se chegar a Proudhon (2007) e, daí, por pistas quelevam aos textos da Revolução Francesa (CONDORCET, 1792; LEPELLETIER, 1793) que, por suavez, conduzem a Dewey (1979) e a Teixeira (1959). Como resultado dessa aventura, chega-se às seguintesconclusões: a partir da Revolução Francesa, as concepções de educação fundamentam-se nas dimensõesintelectual, física e moral (exceto para Marx); em termos de educação pública, todas levam emconsideração a formação para o trabalho, mas as liberais visam ao trabalho subalterno, enquanto que associalistas, à emancipação. Tal diferença implica em definições antagônicas dos conceitos de educação ede educação integral.Educação em Revista 2020-10-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Parestextoapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37506Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37506/29231https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMACIEL, ANTÔNIO CARLOS BOTELHO MOURÃO, ARMINDA RACHELDA SILVA, CINTIA ADÉLIA 2021-12-15T19:04:02Zoai:periodicos.ufmg.br:article/37506Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2021-12-15T19:04:02Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT
LA REVOLUCIÓN FRANCESA Y LA EDUCACIÓN INTEGRAL EN BRASIL: DE LA CONCEPCIÓN AL CONCEPTO
A REVOLUÇÃO FRANCESA E A EDUCAÇÃO INTEGRAL NO BRASIL: DA CONCEPÇÃO AO CONCEITO
title THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT
spellingShingle THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT
MACIEL, ANTÔNIO CARLOS
Revolução francesa
educação integral liberal
educação integral politécnica
concepção
conceito
French revolution
liberal integral education
integral polytechnic education
conception
concept
Revolución francesa
educación integral liberal
educación integral politécnica
concepción
concepto
title_short THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT
title_full THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT
title_fullStr THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT
title_full_unstemmed THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT
title_sort THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT
author MACIEL, ANTÔNIO CARLOS
author_facet MACIEL, ANTÔNIO CARLOS
BOTELHO MOURÃO, ARMINDA RACHEL
DA SILVA, CINTIA ADÉLIA
author_role author
author2 BOTELHO MOURÃO, ARMINDA RACHEL
DA SILVA, CINTIA ADÉLIA
author2_role author
author
dc.contributor.author.fl_str_mv MACIEL, ANTÔNIO CARLOS
BOTELHO MOURÃO, ARMINDA RACHEL
DA SILVA, CINTIA ADÉLIA
dc.subject.por.fl_str_mv Revolução francesa
educação integral liberal
educação integral politécnica
concepção
conceito
French revolution
liberal integral education
integral polytechnic education
conception
concept
Revolución francesa
educación integral liberal
educación integral politécnica
concepción
concepto
topic Revolução francesa
educação integral liberal
educação integral politécnica
concepção
conceito
French revolution
liberal integral education
integral polytechnic education
conception
concept
Revolución francesa
educación integral liberal
educación integral politécnica
concepción
concepto
description Ever since the middle of the first decade of the 2000s, the debate on integral educationhas been intensified, in Brazil. Those in favor of the “work as an educational principle” have pursuedepistemological foundations on a Marxian conception of education; different social sectors of liberalismmaintained the same, in its essence, attached to the relation between education and moral. Someindividuals, though, based on ideological reasons, without clear explanations of their grounds. This paperaims at demonstrating epistemological and political foundations on the definitions of education andintegral education. That was carried out by the use of Historical-Critical Analysis (SAVIANI, 2003;MACIEL e BRAGA, 2008), methodologically based on Dialectical and Historical Materialism (MARX,1983), to investigate those concepts pathway. Because of the method, we have started from the analysisof I International texts (MARX, 1976; BAKUNIN, 2003) so that we could reach Proudhon (2007) andthen set clues that point to the French Revolution (CONDORCET, 1792; LEPELLETIER, 1793), whichdirects to Dewey (1979) and Teixeira (1959). As a result of this adventure, the following conclusions havebeen set: from the French Revolution, the concepts on education are grounded on intellectual, physicaland moral dimensions (except for Marx); when it comes to public education, all of them take intoconsideration education for work, nonetheless, liberals focus on subaltern work, whereas socialists focuson emancipation. Such difference implies antagonistic concepts on education and integral education.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Avaliado por Pares
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/37506
url https://periodicos.ufmg.br/index.php/edrevista/article/view/37506
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/37506/29231
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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