História das ideias pedagógicas no Brasil Império: o ensino de línguas estrangeiras entre 1823 e 1890

• Autor(a) principal: Silva, Waldinei Santos
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/15918
• topic: Educação; História da educação; Linguagem e línguas; História do ensino; Educação e Estado; Ensino de línguas; Ideias pedagógicas; Instrução pública; History of education; Language teaching; Pedagogical ideas; Public instruction; Enseignement des langues; Histoire de l'éducation; Idées pédagogiques; Instruction publique; CIENCIAS HUMANAS::EDUCACAO

This thesis analyzes the way in which some international pedagogical ideas were appropriated for the teaching of foreign languages in the public education of the country by Brazilian politicians and educators between 1823 and 1890. For that, we initially used the year 1823, the date in which Martim Francisco Ribeiro de Andrada, then deputy, presented to the Constituent and Legislative Assembly of the Empire of Brazil, a project for the elaboration of a national instruction, and the end, 1890, the year in that José Veríssimo Dias Matos wrote a proposal for Brazilian education, aiming to meet the wishes of the Republic installed in the country. This is a bibliographic and documentary research, and the legislation, periodicals and ministerial reports and those of the Provincial Assemblies were taken as documentary sources. The research presents, as theoretical assumptions, the concepts of Chartier (1990): circulation and appropriation; and de Chervel (1990): school subjects. For this study, it was used as sources the productions of Martim Francisco (1823), Tavares Bastos (1870), Antônio de Almeida Oliveira (1874), Liberato Barroso (1867), Ruy Barbosa (1882), Sílvio Romero (1979) and José Veríssimo (1890). The aforementioned thinkers have become a reference in Brazilian education by moving the debate around pedagogical ideals based on foreign experiences, recreating and modifying them so that their implementation became possible in the country. When discussing the development of educational thinkers' pedagogical ideas for the project of civility, modernity and progress, based on international conceptions for the country's education, language teaching found fertile ground. The study of foreign languages would serve as an instrument of access to the sciences produced in Europe and the United States, thus contributing to the civilizational ideal of the 19th century.