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Luciano Mendes de Faria Filhohttp://lattes.cnpq.br/5231108948366370Vera Lúcia NogueiraWlamir José da SilvaBernardo Jefferson de OliveiraMônica Yumi Jinzenjihttp://lattes.cnpq.br/2917223669460847Dalvit Greiner de Paula2022-10-26T12:11:11Z2022-10-26T12:11:11Z2021-07-30http://hdl.handle.net/1843/46620https://orcid.org/0000-0002-4091-3926Centro da nossa constituição política, a propriedade privada da terra seria a única distinção social brasileira no século XIX e a educação se tornaria o seu suporte e sua forma de seleção de quadros para o Estado. A constituição do Estado brasileiro como um Império nos trópicos seria a consagração da modernidade liberal no início do século XIX, opondo-se àquilo que as classes senhoriais consideravam como a anarquia republicana dos países remanescentes da América espanhola. Com Constituição e Parlamento estáveis em pleno funcionamento, livre mercado e imprensa livre, uma monarquia centralizada e forte, o Império do Brasil cruzaria o século em aparente modernidade institucional e social. A nossa tarefa seria a de investigar essa constituição do Estado, por meio das propostas e dos investimentos na educação do povo, resultado de uma sociedade que se desejava moderna e liberal, mas que deveria aprender a justificar o seu modelo produtivo baseado na escravidão. Dessa maneira, do “método morelliano” à análise do discurso e da história cultural à história política, buscamos traçar um quadro sociocultural da sociedade brasileira da primeira metade do século XIX na tentativa de percebê-la, escutá-la e compreendê-la em seu projeto educacional, das primeiras letras à universidade. Buscamos assim compreender, na figura de Bernardo Pereira de Vasconcelos, um homem político, que naquela sociedade em construção, se apresentaria como um condutor da classe senhorial em seus projetos de Estado e nação, projetando leis e instituições, promovendo a província, o Império e a nação. Tomando essa contradição liberal, um império institucionalmente moderno convivendo com uma sociedade escravista como cenário, percebemos a tentativa de, por meio da educação, amalgamar esse povo portador de uma diversidade étnica e cultural numa nação brasileira e homogênea que teria como suporte a língua portuguesa, a religião católica e a ordem liberal. Daí resultaria uma sociedade liberal-utilitária com um Estado mínimo no atendimento à população optando por não ampliar a educação, tornando-a critério para a participação na cidadania. Assim, percebemos outra contradição no discurso liberal-utilitário brasileiro que, ao apoiar o discurso da educação, provocaria a separação da sociedade em nação e povo com a exclusão de todos os outros não passíveis do mínimo de cidadania no ImpérioLand private property has been the core of our political constitution. It would be the only Brazilian social distinction in the 19th century. Education would support it and would be the way to select the State’s civil servants. Brazilian State was created as a tropical Empire that would consecrate liberal modernity at the beginning of the 19th century. The State would oppose all that the manor class considered republican anarchy in Hispanic America’s remaining countries. The Constitution and the Parliament were utterly working, the market and the press were free, the monarchy was steady and centralized. Then, Brazilian Empire would endure this century under apparent modernity socially and institutionally. Our goal is to investigate the State’s formation through the proposals and investments in people’s education. That resulted from a society that aspired to be modern and liberal and should justify its productive model based on slavery. Thus, we seek to draw a Brazilian sociocultural overview in the first half of the 19th century. To do so, we investigate from the “Morellian methods” to the speech analysis and from cultural history to political history. We try to notice this Brazilian society, listen to it, and understand its educational project, from primary education to university. Hence, we aim to understand a political man - based on the character of Bernardo Pereira de Vasconcelos - from that society that was being constructed. He reflected the manor class’s interests on his projects of State and Nation by projecting laws and institutions, promoting the province, the Empire, and the Nation. That was a liberal contradiction: an institutionally modern Empire coexisting with a pro-slavery society. As a background, we realize the attempt to merge ethnic and culturally diverse peoples into a homogenous Brazilian Nation. Moreover, it would be based on the Portuguese language, catholic religion, and liberal order. From that, there would be a liberal-utilitarian society, under a minimum State regarding people’s assistance. Then, the State chose not to widen education, turning it into a criterium to be considered a citizen. This way, we realize another contradiction of the Brazilian liberal-utilitarian speech: by supporting the education discourse, it would split society into Nation and people. That would exclude all other people who could not be given the right to be citizens of the Empire.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Educação - Conhecimento e Inclusão SocialUFMGBrasilFAE - FACULDADE DE EDUCAÇÃOhttp://creativecommons.org/licenses/by-nc-nd/3.0/pt/info:eu-repo/semantics/openAccessVasconcelos, Bernardo Pereira de, 1795-1850EducaçãoEducação - História - Séc. XIXEducação - História - Império, 1822-1889Liberalismo - Aspectos educacionais - História - Império, 1822-1889EducaçãoLiberalismoModernizaçãoBernardo Pereira de VasconcelosBrasil ImpérioEducação, liberalismo e modernidade em Bernardo Pereira de Vasconcelos (1795-1850)Education, liberalism and modernity in Bernardo Pereira de Vasconcelos (1795-1850)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALBernardo_Versão final_tese.pdfBernardo_Versão final_tese.pdfapplication/pdf5538772https://repositorio.ufmg.br/bitstream/1843/46620/1/Bernardo_Vers%c3%a3o%20final_tese.pdff129b3593fb52d16520063f7fc70fd84MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufmg.br/bitstream/1843/46620/2/license_rdfcfd6801dba008cb6adbd9838b81582abMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/46620/3/license.txtcda590c95a0b51b4d15f60c9642ca272MD531843/466202022-10-26 09:11:12.318oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2022-10-26T12:11:12Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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