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Da disciplina do traço à irreverência do borrão : o currículo de desenho e de trabalhos manuais no ensino liceal, os discursos, as identidades e os sujeitos entre 1936 e 1972
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Resumo(s)
Esta tese trata de aspectos curriculares a partir da entrada de duas disciplinas liceais: o
desenho e os trabalhos manuais. Esta entrada permite equacionar o contraste entre o
empirismo das práticas destas disciplinas e a feição teórica do projecto liceal de
formação de uma elite intelectual.
O trabalho centra-se em dois períodos históricos marcados pelos nexos divergentes das
reformas de Carneiro Pacheco de 1936 e de Pires de Lima de 1947-48. A abordagem
curricular desenrola-se em duas vertentes convergentes: uma, respeitante ao fabrico
identitário do desenho e dos trabalhos manuais através dos mecanismos singulares de
acomodação e demarcação de territórios no seio do projecto liceal; outra, relativa à
montagem de subjectividades a partir das tecnologias educativas destas disciplinas,
localizando e diferenciando professores e alunos.
A territorialidade insegura em que estas disciplinas foram inscritas nos currículos liceais
implicou um movimento agregador de identidades diversas: científicas, psicológicas,
pedagógicas e estéticas. Contudo, cada uma acomodou as identidades a diferentes
contextos curriculares. Assim, os efeitos projectados nos territórios curriculares de cada
uma delas foi, igualmente, diferente: os trabalhos manuais perderam significação devido
ao espaço curricular diminuto que lhes coube; o desenho cruzou tradições com discursos
inovadores, a fim de delinear novas identidades, reforçando o seu poder. Do lado dos
sujeitos, o empirismo da formulação identitária das disciplinas estudadas projectou-se
em tecnologias educativas, moldando subjectividades. As tecnologias adestrantes
conjugadas com as auto-construtoras dos sujeitos aliaram fundamentos psicológicos de
centragem no aluno a fundamentos estéticos de autenticidade criativa. Dos mecanismos
de autogoverno transcorreram novas regulações dos sujeitos e novas representações de
infância e adolescência.
This essay deals with the secondary school curriculum from the standpoint of two school subjects: Drawing and Manual Work. From this perspective it is possible to appraise critically the empiricist orientation of these two subjects with the secondary school theoretical project targeted at the formation of an intellectual elite. The work has centred in two markedly different historical periods according to the Carneiro Pacheco and Pires de Lima Reforms, respectively in 1936 and 1947-48. The curricular approach evolves in two converging lines of thought. The first one, relates to the ways in which Drawing and Manual Work develop their identity, acommodate as school subjects and reaffirm their particular arena in relation to the secondary school project. The second one, refers to the subjectification built in the technologies of these two disciplines, whereby pupils and school teachers are, both, scaffolded and differentiated. Several disciplinary fields were brought together and conjoined efforts in order to inscribe these school subjects in the secondary school curriculum: sciences, psychology, pedagogy and aesthetics. The outcomes of their projection in the different curricular fields was also distinct: Manual Work subjects was undermined due to it's relative position in the curricular territory, whereas Drawing mingled with other innovative discourses, re-enforcing it's identity and relative power. From the subject's point of view these two disciplinary fields develop their own training technologies inscribing specific subjectivities. Training technologies associated with self-governing strategies contributed to incorporate psychological principles with aesthetic values and creativity training methods. In turn, these self-governing mechanisms gave rise to new individual regulations and new childhood and adolescent representations.
This essay deals with the secondary school curriculum from the standpoint of two school subjects: Drawing and Manual Work. From this perspective it is possible to appraise critically the empiricist orientation of these two subjects with the secondary school theoretical project targeted at the formation of an intellectual elite. The work has centred in two markedly different historical periods according to the Carneiro Pacheco and Pires de Lima Reforms, respectively in 1936 and 1947-48. The curricular approach evolves in two converging lines of thought. The first one, relates to the ways in which Drawing and Manual Work develop their identity, acommodate as school subjects and reaffirm their particular arena in relation to the secondary school project. The second one, refers to the subjectification built in the technologies of these two disciplines, whereby pupils and school teachers are, both, scaffolded and differentiated. Several disciplinary fields were brought together and conjoined efforts in order to inscribe these school subjects in the secondary school curriculum: sciences, psychology, pedagogy and aesthetics. The outcomes of their projection in the different curricular fields was also distinct: Manual Work subjects was undermined due to it's relative position in the curricular territory, whereas Drawing mingled with other innovative discourses, re-enforcing it's identity and relative power. From the subject's point of view these two disciplinary fields develop their own training technologies inscribing specific subjectivities. Training technologies associated with self-governing strategies contributed to incorporate psychological principles with aesthetic values and creativity training methods. In turn, these self-governing mechanisms gave rise to new individual regulations and new childhood and adolescent representations.
Descrição
Tese de Mestrado em Ciências da Educação (História da Educação), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2000
Palavras-chave
Educação - História Currículos Ensino de desenho Ensino de trabalhos manuais Teses de mestrado - 2000