Condorcet and teacher professionalization at the origin of the public school
In this article, we analyze the propositions of the philosopher Marie Jean Antoine Nicolas de Caritat, Marquis de Condorcet (1743-1794), for the professionalization of teachers in the context of the French Revolution. The intention was to historically understand Condorcet's assertions regarding...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
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Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/32576 |
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| Resumo: | In this article, we analyze the propositions of the philosopher Marie Jean Antoine Nicolas de Caritat, Marquis de Condorcet (1743-1794), for the professionalization of teachers in the context of the French Revolution. The intention was to historically understand Condorcet's assertions regarding the recruitment, selection, and organization of teaching work for the future French public education system. To this end, the criteria stipulated by the author were examined so that applicants for the position could compete for vacancies, the qualities desired of future professionals and the specificities of the tasks assigned to the State and scientific societies in the organization of pedagogical and administrative work. It is concluded that Condorcet articulated technical and political criteria for the choice and professionalization of teachers in democratic societies. The Marquis placed freedom of teaching, the relevance of science, the role of the State and the working conditions of teachers as central themes for public schools that remain relevant today.
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