A carregar...
Publicação
A construção social do discurso educativo em Cabo Verde (1911 - 1926)
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 13.99 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Na presente dissertação analisa-se o processo de construção social do discurso
educativo, produzido em Cabo Verde, no período de 1911 a 1926.
O objectivo central da tese consiste na reconstituição das representações e práticas
educativas e na percepção das suas relações com as mudanças sociais e políticas, na época da
1ª República Portuguesa. Nesta incursão histórica procurámos apreender o processo de
formação do sistema escolar, num contexto de submissão colonial, que agregou valores tão
contraditórios como os da solidariedade e da dominação.
Para a recriação do processo educacional, recorremos a fontes impressas e manuscritas,
primárias e secundárias, com especial destaque para a imprensa periódica, lugar estratégico
para a constituição do discurso social e simbólico.
O estudo permitiu concluir que a sociedade islena percepcionava a educação como um
factor de libertação das contingências históricas (relação colonial) e naturais (secas e fomes) e
como condição de desenvolvimento. A escola primária - difundida pelo arquipélago -
cumpriu a missão de modelação do escolar à imagem do "outro colonizado" e legitimou as
diferenças sociais, sob uma multifacetada discriminação étnica, de género e de classe. A
emergência do ensino secundário laico correspondeu a um imperativo cívico, protagonizado
pelas elites locais. Inferimos, ainda, que o sistema escolar cabo-verdiano, apesar de ser a
transposição mitigada da matriz "metropolitana", comportava marcas discursivas portadoras
da vontade de diferença e de autonomia.
The present thesis analyses the process of social construction of the educational discourse, in Cape Verde, from 1911 to 1926. The main objective of our thesis is the reconstitution of educational representation and practices, and the interpretation of its relations with political and social changes, in the Portuguese First Republic period. In this historic incursion, we have tried to understand the process of formation of the school system, in a context of colonial submission, which embraced such contradictory values as those of solidarity and domination. The sources used in the recreation of the educational process included both manuscripts and printed material, primary and secondary sources, especially periodicals, which were strategic mediums in the constitution of the social and symbolic discourse. The study has allowed us to conclude that the insular society viewed education as an agent of liberation from the historic (colonial relations) and natural (droughts and famine) contingencies, and also as a requirement for development. The primary school - widespread over the archipelago - accomplished the mission of moulding the student in accordance with the image of the "colonized other" and legitimised social differences, under a multifaceted discrimination based on ethnic groups, gender and class. The emergence of secular secondary schools was an answer to a civic imperative, led by the local élite. We have also inferred that the cape-verdean school system, despite being a moderate transposition of the "metropolitan" matrix, contained discursive marks which bore the desire to be different and achieve autonomy.
The present thesis analyses the process of social construction of the educational discourse, in Cape Verde, from 1911 to 1926. The main objective of our thesis is the reconstitution of educational representation and practices, and the interpretation of its relations with political and social changes, in the Portuguese First Republic period. In this historic incursion, we have tried to understand the process of formation of the school system, in a context of colonial submission, which embraced such contradictory values as those of solidarity and domination. The sources used in the recreation of the educational process included both manuscripts and printed material, primary and secondary sources, especially periodicals, which were strategic mediums in the constitution of the social and symbolic discourse. The study has allowed us to conclude that the insular society viewed education as an agent of liberation from the historic (colonial relations) and natural (droughts and famine) contingencies, and also as a requirement for development. The primary school - widespread over the archipelago - accomplished the mission of moulding the student in accordance with the image of the "colonized other" and legitimised social differences, under a multifaceted discrimination based on ethnic groups, gender and class. The emergence of secular secondary schools was an answer to a civic imperative, led by the local élite. We have also inferred that the cape-verdean school system, despite being a moderate transposition of the "metropolitan" matrix, contained discursive marks which bore the desire to be different and achieve autonomy.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em História da Educação), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2004
Palavras-chave
Teses de mestrado - 2004 Educação - História Construção social Práticas educativas Cabo Verde - História - séc.20