Pedagogia da beleza em discursos publicitários na revista A Vida Moderna: São Paulo (1907-1926)

• Ano de defesa: 2019
• Autor(a) principal: Souza, Gabriel Monteiro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Publicidade; História da educação; Imprensa; Gênero; A Vida Moderna; Educação; Educação história; A Vida Moderna periódico; Advertisements; Education history; Press; Gender; The Modern Life; CNPQ::CIENCIAS HUMANAS; CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.ufu.br/handle/123456789/24828; http://dx.doi.org/10.14393/ufu.di.2019.962

The present academic work aims to contribute, in a general way, with the studies which corelates press and education and, in a specific way, with those about the relation between non pedagogic press and the wing of the Education’s History. We assume the concept of education as a wide field on human’s experience, beyond instruction and schooling, which means that we must recognize the pluralism of pedagogic tools spreading culture. Our aim of study is the advertising aimed to female public, published on the magazine The Modern Life, from Sao Paulo, between 1907 and 1926. The problem that moves this research it is linked to the educative potentialities of advertisement. How can the advertisings, aimed to sell a product or a service, create, strength, and stimulate ideas, behaviour trends and beauty. Finally, how individuals are educated by advertisements. We defend, therefore the advertisements as a pedagogical instrument responsible for teaching and reinforcing values and behaviors, world vision and conceivings about the own person and the others. In our analysis, developed in light of the theoretical Cultural History and Bakthinians lenses fundaments, we consider the advertising one of the educational instruments responsible by a “beauty pedagogy”. We consider this research is justified by the theme choice not deeply explored by Historiography and also by the utilization of the advertising as a historical source to the women’s education history writing, another aspect also underdeveloped on the historical-educational studies.