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A escola e a educação na Suméria: o papel da edubba na sociedade suméria
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No final do quarto milénio a.C., no rescaldo da invenção da escrita (c. 3300
a.C.), surgiu nos templos sumérios a primeira educação letrada, vocacionada, sobretudo,
a formar administradores para a gestão das transacções comerciais aí praticadas e
sacerdotes para os seus deveres litúrgicos e criação hínica. Não muitas décadas se
passaram até surgirem as primeiras escolas seculares, que se designariam por edubba’s,
as «casas das tabuinhas».
Contudo, foi só em meados do terceiro milénio a.C. que as escolas seculares
proliferaram e ganharam maior relevo que as primeiras. A partir desta altura, operaramse
desenvolvimentos no plano curricular e pedagógico, assim como transformações no
corpo docente e discente, para além das mudanças na envolvência política, social e
cultural, como o decurso da linha cronológica exige.
Assim, as edubba’s atravessaram vários estágios ao longo da História da
Suméria: o terceiro milénio a.C., que viu a formação destas escolas, assim como os
primeiros currículos e métodos pedagógicos; as primeiras grandes reformas na
instituição durante a III dinastia de Ur, no âmbito do propositado renascimento cultural
sumério; os grandes avanços curriculares aquando da ascensão dos Estados amoritas,
principalmente durante a dinastia de Isin; e, finalmente o modelo paleo-babilónio, que
materializou o produto acabado de mais de mil e quinhentos anos de desenvolvimento
escolar.
Para além da parte curricular, a edubba, enquanto instituição de grande
especificidade, representou uma idiossincrasia na sua sociedade, catapultando algumas
transformações e expectativas no seu contexto. A edubba foi um produto e um produtor
de cultura, e um agente activo de metamorfoses na Suméria enquanto meio de
mobilidade social, produtor de literatura fundamental, criador de novas profissões, ou
formador da classe administrativa, legisladora e burocrata das cidades-estado.
Abstract: At the end of the fourth millennium BC, in the aftermath of the invention of writing (c.3300 BC), the first form of literate education appeared in Sumerian temples. It was dedicated primarily to train administrators for the management of commercial transactions conducted there, as well as priests for their liturgical duties and hymnal creation. Not many decades passed, began to appear the first secular schools, which would be designated by edubba's, the «house of tablets». However, it was only in the middle of the third millennium BC that secular schools proliferated and became more important than the original ones. From this point on, as the course of the timeline demands, they were responsible for developments in the curricular and pedagogical plane, as well as changes in the teaching staff and students, in addition to changes in political, social and cultural surroundings. Thus, the edubba's went through various stages throughout the history of Sumer: the third millennium BC, which saw the formation of these schools, as well as the first curriculum and teaching methods; the first major reforms in the institution during the Third Dynasty of Ur, under the purposeful Sumerian cultural renaissance; the major curricular advances during the rise of the Amorite States, especially during the dynasty of Isin; and finally the paleo-Babylonian model, which materialized the product of more than fifteen hundred years of academic development. In addition to the curricular part, the edubba, as an institution of great specificity, represented an idiosyncrasy in their society, catapulting some changes and expectations in its context. The edubba was a product and a producer of culture and an active agent of metamorphosis in Sumer as medium for social mobility, producer of fundamental literature, creator of new professions, or as a trainer of the city-states' managerial, lawmaker and bureaucrat class.
Abstract: At the end of the fourth millennium BC, in the aftermath of the invention of writing (c.3300 BC), the first form of literate education appeared in Sumerian temples. It was dedicated primarily to train administrators for the management of commercial transactions conducted there, as well as priests for their liturgical duties and hymnal creation. Not many decades passed, began to appear the first secular schools, which would be designated by edubba's, the «house of tablets». However, it was only in the middle of the third millennium BC that secular schools proliferated and became more important than the original ones. From this point on, as the course of the timeline demands, they were responsible for developments in the curricular and pedagogical plane, as well as changes in the teaching staff and students, in addition to changes in political, social and cultural surroundings. Thus, the edubba's went through various stages throughout the history of Sumer: the third millennium BC, which saw the formation of these schools, as well as the first curriculum and teaching methods; the first major reforms in the institution during the Third Dynasty of Ur, under the purposeful Sumerian cultural renaissance; the major curricular advances during the rise of the Amorite States, especially during the dynasty of Isin; and finally the paleo-Babylonian model, which materialized the product of more than fifteen hundred years of academic development. In addition to the curricular part, the edubba, as an institution of great specificity, represented an idiosyncrasy in their society, catapulting some changes and expectations in its context. The edubba was a product and a producer of culture and an active agent of metamorphosis in Sumer as medium for social mobility, producer of fundamental literature, creator of new professions, or as a trainer of the city-states' managerial, lawmaker and bureaucrat class.
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Educação - Suméria - Antiguidade Escolas - Suméria - Antiguidade Civilização assírio-babilónica Teses de mestrado - 2016