O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934)
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/tede/8675 |
Resumo: | This dissertation is a study about Dalila’s Journal, written between 1933 and 1934. Developed as a pedagogic activity, the journal was supposed to reflect her routine as a student, experienced at the Experimental School Manoel Bomfim, created by Anísio Teixeira, during his administration as General Director of Public Instruction at the Federal District. It was a public school oriented by the most refined system of references of the so-called Progressive Education under Anísio’s perspective. To the student, it promised to set the most favorable conditions to the development of his/her individuality to the limits of his/her natural capacities; in what concerns society, it was committed to educate the new Brazilian man, prepared to answer to the modern world’s challenges that was rising in the heart of Brazil. For those who wanted, by following their own dispositions, to be a poet or, perhaps, a writer, he/she was apparently on the way of a successful experience, but Dalila’s school life, despite her poetic and literary moments, was marked by conflicts, sadness and hopelessness. Melancholic, she can’t stand the experience and drops out of school. If she was not able to fulfill her dream, at least she left a work, her journal, which is a true relic to help us think the contradictions of the New School’s project of giving rise to the Brazilian modern individual. In order to be able to read and interpret her work somewhat enigmatic, it was necessary to count on the precious assistance of Ginzburg and Bakhtin. By betting on an evidence-based and dialogic historiographical approach, it was necessary to read and reread the journal many times, in order to try to reveal the meaning of the several details, the several responsive words. And together with this evidence-based search I started to bring other authors to the dialogue. With Georg Simmel, I tried to understand what Dalila resisted and fought against. And this way the kind of subjectivity stimulated by her school, which she resisted so much to accept, was getting clearer and clearer. By resisting turning her journal into a writing of adaptation, little by little she starts to reveal a surprising testimonial character. There was denunciation in her writing, and it had to do, according to Benjamin, with the process of “cultural redesigning” put into effect by the New School’s ideology. Oriented by this testimonial character, I stablished a linkage between the journal and the Sector of Orthophrenia and Mental Hygiene, created by Teixeira and led by Anthur Ramos. It didn’t take long until the intended education image was completely shaken. From an enriching experience, Dalila’s and her mates’ education started to take the shape of cultural tragedy (Simmel) or catastrophe (Durand). But Dalila’s resistance went even farther, because against a reductionist model of subjective conformation, based on the idea of a scientific morality, she made some openings from which we could see a much richer and more complex image of man, inspired by her feminine-romantic culture. |
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O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934)Dalila’s Journal: poetry, testimonial and tragedy in the New School’s education of the modern individual (1933-1934)DiárioFormaçãoAlunoModernidadeEscola NovaStudentModernityNew SchoolJournalEducationCIENCIAS HUMANAS::EDUCACAOThis dissertation is a study about Dalila’s Journal, written between 1933 and 1934. Developed as a pedagogic activity, the journal was supposed to reflect her routine as a student, experienced at the Experimental School Manoel Bomfim, created by Anísio Teixeira, during his administration as General Director of Public Instruction at the Federal District. It was a public school oriented by the most refined system of references of the so-called Progressive Education under Anísio’s perspective. To the student, it promised to set the most favorable conditions to the development of his/her individuality to the limits of his/her natural capacities; in what concerns society, it was committed to educate the new Brazilian man, prepared to answer to the modern world’s challenges that was rising in the heart of Brazil. For those who wanted, by following their own dispositions, to be a poet or, perhaps, a writer, he/she was apparently on the way of a successful experience, but Dalila’s school life, despite her poetic and literary moments, was marked by conflicts, sadness and hopelessness. Melancholic, she can’t stand the experience and drops out of school. If she was not able to fulfill her dream, at least she left a work, her journal, which is a true relic to help us think the contradictions of the New School’s project of giving rise to the Brazilian modern individual. In order to be able to read and interpret her work somewhat enigmatic, it was necessary to count on the precious assistance of Ginzburg and Bakhtin. By betting on an evidence-based and dialogic historiographical approach, it was necessary to read and reread the journal many times, in order to try to reveal the meaning of the several details, the several responsive words. And together with this evidence-based search I started to bring other authors to the dialogue. With Georg Simmel, I tried to understand what Dalila resisted and fought against. And this way the kind of subjectivity stimulated by her school, which she resisted so much to accept, was getting clearer and clearer. By resisting turning her journal into a writing of adaptation, little by little she starts to reveal a surprising testimonial character. There was denunciation in her writing, and it had to do, according to Benjamin, with the process of “cultural redesigning” put into effect by the New School’s ideology. Oriented by this testimonial character, I stablished a linkage between the journal and the Sector of Orthophrenia and Mental Hygiene, created by Teixeira and led by Anthur Ramos. It didn’t take long until the intended education image was completely shaken. From an enriching experience, Dalila’s and her mates’ education started to take the shape of cultural tragedy (Simmel) or catastrophe (Durand). But Dalila’s resistance went even farther, because against a reductionist model of subjective conformation, based on the idea of a scientific morality, she made some openings from which we could see a much richer and more complex image of man, inspired by her feminine-romantic culture.Esta tese é um estudo sobre o Diário de Dalila, escrito entre 1933-1934. Elaborado na forma de atividade pedagógica, o diário deveria dar conhecimento de seu cotidiano de aluna, vivenciado na Escola Experimental Manoel Bomfim, criada por Anísio Teixeira, durante sua administração como Diretor Geral de Instrução Pública do Distrito Federal. Tratava-se de uma escola pública orientada pelos mais refinados referenciais da chamada Educação Progressiva, de vertente anisiana. Ao aluno, ela prometia reunir as condições mais favoráveis para o desenvolvimento de sua individualidade até o limite de suas capacidades naturais; no que se refere à sociedade, se comprometia em formar o novo homem brasileiro, preparado para responder aos desafios do mundo moderno, que despontava no coração do Brasil. Para quem queria, seguindo suas próprias inclinações, ser uma poetisa ou, quem sabe, uma escritora, aparentemente tinha tudo para ser uma experiência bem sucedida, mas a vida escolar de Dalila, apesar de seus instantes poéticos e literários, foi marcada por conflitos, tristeza e desesperança. Melancólica, ela não suporta a experiência e abandona a escola. Se não conseguiu realizar seu sonho, pelo menos deixou uma obra, seu diário, que é uma verdadeira relíquia para pensar as contradições do projeto escolanovista de formação do indivíduo moderno brasileiro. Para conseguir ler e interpretar sua obra um tanto quanto enigmática, foi preciso contar com o auxílio precioso de Ginzburg e Bakhtin. Apostando numa prática historiográfica indiciário-dialógica, foi necessário ler e reler muitas vezes o diário, para tentar desvendar o significado de um ou outro detalhe, de uma ou outra palavra responsiva. E paralelo a esse exercício de indiciarismo fui convidando outros autores para o diálogo. Com Georg Simmel, busquei entender aquilo contra o que Dalila resistia e lutava. E assim foi ficando clara a forma da subjetividade estimulada por sua escola e que ela tanto se recusava a aceitar. Ao resistir fazer de seu diário uma escrita de adaptação, aos poucos este vai revelando um surpreendente caráter testemunhal. Havia denúncia na sua escrita, e ela tinha a ver, conforme Benjamin, com o processo de “reelaboração cultural” colocado em prática pelo ideário escolanovista de sua escola. Conduzido por esse caráter testemunhal, estabeleci uma ligação entre o diário e o Setor de Ortofrenia e Higiene Mental, criado por Teixeira e chefiado por Arthur Ramos. Não demorou muito para que a imagem de formação pretendida pela escola fosse completamente abalada. De experiência enriquecedora, a formação de Dalila e de seus colegas assumia um caráter de tragédia (Simmel) ou catástrofe (Durand) cultural. Mas a resistência de Dalila ia muito mais longe, pois contra um modelo de conformação subjetiva reducionista, baseada na ideia de moral científica, ela deixava frestas por onde se podia ver outra imagem de homem, muito mais rica e complexa, inspirada em sua cultura feminino-romântica.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBMachado, Charliton José dos Santoshttp://lattes.cnpq.br/2036729143677618Pinheiro, José Gledison Rocha2016-09-21T12:18:09Z2018-07-20T23:57:24Z2018-07-20T23:57:24Z2015-07-17info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfPINHEIRO, José Gledison Rocha. O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934). 2015. 293 f. Tese, (Doutorado em Educação) - Universidade Federal da Paraíba, João Pessoa, 2015.https://repositorio.ufpb.br/jspui/handle/tede/8675porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-09-06T02:46:26Zoai:repositorio.ufpb.br:tede/8675Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-09-06T02:46:26Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934) Dalila’s Journal: poetry, testimonial and tragedy in the New School’s education of the modern individual (1933-1934) |
title |
O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934) |
spellingShingle |
O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934) Pinheiro, José Gledison Rocha Diário Formação Aluno Modernidade Escola Nova Student Modernity New School Journal Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934) |
title_full |
O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934) |
title_fullStr |
O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934) |
title_full_unstemmed |
O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934) |
title_sort |
O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934) |
author |
Pinheiro, José Gledison Rocha |
author_facet |
Pinheiro, José Gledison Rocha |
author_role |
author |
dc.contributor.none.fl_str_mv |
Machado, Charliton José dos Santos http://lattes.cnpq.br/2036729143677618 |
dc.contributor.author.fl_str_mv |
Pinheiro, José Gledison Rocha |
dc.subject.por.fl_str_mv |
Diário Formação Aluno Modernidade Escola Nova Student Modernity New School Journal Education CIENCIAS HUMANAS::EDUCACAO |
topic |
Diário Formação Aluno Modernidade Escola Nova Student Modernity New School Journal Education CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation is a study about Dalila’s Journal, written between 1933 and 1934. Developed as a pedagogic activity, the journal was supposed to reflect her routine as a student, experienced at the Experimental School Manoel Bomfim, created by Anísio Teixeira, during his administration as General Director of Public Instruction at the Federal District. It was a public school oriented by the most refined system of references of the so-called Progressive Education under Anísio’s perspective. To the student, it promised to set the most favorable conditions to the development of his/her individuality to the limits of his/her natural capacities; in what concerns society, it was committed to educate the new Brazilian man, prepared to answer to the modern world’s challenges that was rising in the heart of Brazil. For those who wanted, by following their own dispositions, to be a poet or, perhaps, a writer, he/she was apparently on the way of a successful experience, but Dalila’s school life, despite her poetic and literary moments, was marked by conflicts, sadness and hopelessness. Melancholic, she can’t stand the experience and drops out of school. If she was not able to fulfill her dream, at least she left a work, her journal, which is a true relic to help us think the contradictions of the New School’s project of giving rise to the Brazilian modern individual. In order to be able to read and interpret her work somewhat enigmatic, it was necessary to count on the precious assistance of Ginzburg and Bakhtin. By betting on an evidence-based and dialogic historiographical approach, it was necessary to read and reread the journal many times, in order to try to reveal the meaning of the several details, the several responsive words. And together with this evidence-based search I started to bring other authors to the dialogue. With Georg Simmel, I tried to understand what Dalila resisted and fought against. And this way the kind of subjectivity stimulated by her school, which she resisted so much to accept, was getting clearer and clearer. By resisting turning her journal into a writing of adaptation, little by little she starts to reveal a surprising testimonial character. There was denunciation in her writing, and it had to do, according to Benjamin, with the process of “cultural redesigning” put into effect by the New School’s ideology. Oriented by this testimonial character, I stablished a linkage between the journal and the Sector of Orthophrenia and Mental Hygiene, created by Teixeira and led by Anthur Ramos. It didn’t take long until the intended education image was completely shaken. From an enriching experience, Dalila’s and her mates’ education started to take the shape of cultural tragedy (Simmel) or catastrophe (Durand). But Dalila’s resistance went even farther, because against a reductionist model of subjective conformation, based on the idea of a scientific morality, she made some openings from which we could see a much richer and more complex image of man, inspired by her feminine-romantic culture. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-07-17 2016-09-21T12:18:09Z 2018-07-20T23:57:24Z 2018-07-20T23:57:24Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
PINHEIRO, José Gledison Rocha. O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934). 2015. 293 f. Tese, (Doutorado em Educação) - Universidade Federal da Paraíba, João Pessoa, 2015. https://repositorio.ufpb.br/jspui/handle/tede/8675 |
identifier_str_mv |
PINHEIRO, José Gledison Rocha. O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934). 2015. 293 f. Tese, (Doutorado em Educação) - Universidade Federal da Paraíba, João Pessoa, 2015. |
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https://repositorio.ufpb.br/jspui/handle/tede/8675 |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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