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Escola Única e Educação Rural no Estado Novo em Portugal
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A Escola Única Portuguesa não estabeleceu com a cultura e a sociedade uma relação qualitativamente uniforme. O educacional escolar frequentemente apresentou um contraste entre o mundo rural, tomado como idílico, e o mundo urbano apresentado como ameaçador para a moral e o bem-estar dos indivíduos. Correlativamente, o currículo escolar foi aberto ao progresso e ao cosmopolitismo. A cultura rural, o universo material e o campo simbólico do Portugal rural eram negligenciados e tomados como arcaicos. Esta indeterminação e aquele paradoxo radicavam em pressupostos ideológicas e nacionalistas, e encontraram consequência na norma escolar e no corporativismo do Estado Novo. A portugalidade subjacente à Escola Única não foi necessariamente rural, mas o minimalismo literácito facultado pela alfabetização escolar afigurou-se como compatível com a ruralidade. Proponho-me documentar e problematizar este assunto. Referir-me-ei também às políticas de ampliação da rede escolar e de formação de professores. Trarei por fim à colação o Inquérito internacional promovido pela UNESCO, Possibilités d’Accès à l’Éducation dans les Zones Rurales (1958), em resposta ao qual o Estado Português exarou a lacónica resposta «aucune différence», deixando antever, deste modo, as virtualidades da escola única portuguesa.
The Unique Portuguese School did not establish a qualitatively uniform relationship with culture and society. The issue of education often presented a contrast between the rural world, taken as idyllic, and the urban world, presented as threatening to the morale and well-being of individuals. Correlatively, the school curriculum showed an openness to progress and cosmopolitanism. Rural culture, the material universe, and the symbolic countryside of rural Portugal were neglected and seen as being archaic. This indeterminacy and that paradox were based on ideological and nationalistic assumptions, and had their consequences in school norms and in the corporatism of the Estado Novo. The portugality underlying the Unique School would not necessarily be rural, but the minimalist formation provided by school literacy seemed compatible with rurality. I propose to document and problematize this subject. I will also refer to policies for expanding the school network and teacher training. I will conclude by examining the International Survey promoted by the UNESCO, Possibilités d’Accès à l’Éducation dans les Zones Rurales (1958), in response to which the Portuguese State has issued the laconic answer «aucune différence». This would seem to show the possibilities of the Portuguese unique school.
The Unique Portuguese School did not establish a qualitatively uniform relationship with culture and society. The issue of education often presented a contrast between the rural world, taken as idyllic, and the urban world, presented as threatening to the morale and well-being of individuals. Correlatively, the school curriculum showed an openness to progress and cosmopolitanism. Rural culture, the material universe, and the symbolic countryside of rural Portugal were neglected and seen as being archaic. This indeterminacy and that paradox were based on ideological and nationalistic assumptions, and had their consequences in school norms and in the corporatism of the Estado Novo. The portugality underlying the Unique School would not necessarily be rural, but the minimalist formation provided by school literacy seemed compatible with rurality. I propose to document and problematize this subject. I will also refer to policies for expanding the school network and teacher training. I will conclude by examining the International Survey promoted by the UNESCO, Possibilités d’Accès à l’Éducation dans les Zones Rurales (1958), in response to which the Portuguese State has issued the laconic answer «aucune différence». This would seem to show the possibilities of the Portuguese unique school.
Descrição
Palavras-chave
Educação popular Escola Única Educação rural Estado Novo
Contexto Educativo
Citação
Magalhães, J. (2018). Escola única e educação rural no Estado Novo em Portugal. Historia y Memoria de la Educación, 7, 269-298. doi: 10.5944/hme.7.2018.18733
Editora
Sociedad Española de Historia de la Educación