A formação do discurso sobre a educação de adultos no Brasil: de 1889 à década de 1940

• Ano de defesa: 2005
• Autor(a) principal: Carlos, Erenildo João
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Brasil República - Educação; Discurso político-jurídico-educacional; Educação de Adultos; Análise arqueológica do discurso; Política de Educação de Adultos
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/42512

The arrival of the Republic, in 1889, accomplished in Brazilian history what before was considered as wishful thinking or heard of only in the republican political discourse: a Brazil founded on democracy, rights and a free and sovereign nation. A set of statements, registered in the Declaration of the Rights of Man and of the Citizen, acquired nationallegitimacy and a constitutional statute; no longer just a series of utopian theories defended by some but rather designing a new form of thinking, speaking and acting. Education was then associated with democracy, instituted as the right of citizens and conceived as a social practice necessary for the development of the individual and the country. On the other, adult education was characterized as a national problem. This was expressed in a disperse and heterogeneous manner, in different places; in the statistics of IBGE, in national and local campaigns, in national, regional and intemational conferences and seminars, in the speeches of politicians and intellectuals and in legal documents. Based on the theory that the history of adult education was also produced out of discourses, the present study attempts to examine the development of the adult education discourse in Brazil, during the period between 1889 and the end of the 1940s. Resorting to an archeological analyses of the discourse, the adult education discourse was examined from a set of texts consecrated by the historiography of Brazilian education. The analyses confirmed that the statements were, mainly, fabricated from the intertwine of three discourse modalities: political, legal and educational. In these distinct places, a series of signs and subject positions were produced; rectifying the coincidence between the educational practice and the individual for which it is destined; establishing a rupture with the heritage of the conception of adult education as an extension of early education. Consequently, the study concludes that the formation of the statement of adult education in Brazil was, indeed, instated in the course of the arrival of the Republic during the Adult Education Campaign of 1947. Since then, it has been described as a teaching modality of the school system, with the recognition that it needs to possess its own pedagogical statue.