A internacionalização do ensino secundário e da formação dos sujeitos educacionais (1931-1961)
This doctoral dissertation with regard to the theme − public reforms and educational politics to secondary education originated from recommendations approved at the International Conferences of Public Instruction, and at the inter-American Seminar on Secondary Education – has indicated as the ob...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/33217 |
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| Resumo: | This doctoral dissertation with regard to the theme − public reforms and
educational politics to secondary education originated from
recommendations approved at the International Conferences of Public
Instruction, and at the inter-American Seminar on Secondary Education –
has indicated as the object of study the school and educational policies
appropriated by Brazilian educational authorities of recommendations
from the International Conferences of Public Instruction, mainly. Its main
objective was to consider, on one hand, the accomplishment of public
reforms in secondary education and its associated educational policies,
on the other hand, to analyze the specific appropriations related to
secondary education in Brazil from 1931 (reform of secondary education
by means of Decree number 19.890 from April, 18th, 1931) to
1961(approval of the Educational Law, Law number 4.024 from December
20th, 1961). The analyzes of the documentary corpus of the research –
documents regarding recommendations from the international
Conferences on Public Instruction (1932 a 1961) and from the interAmerican Seminar on Secondary Education (1955), the reports published
on the International Yearbook of Education (1933 a 1961), as well as
federal laws approved by members of Executive and Legislative Powers −
was based, essentially, on the studies about the processes of interactions,
appropriations, practices and formalities of practices by Michel de
Certeau (1982), Roger Chartier (1990; 1995; 2007) and Peter Burke
(2010).The thesis defended is that the history of the internationalization of
Brazilian secondary education, in its theoretical, pedagogic and politic
assumptions, can be situated at the distant time of the first Pan-American
Conference (1889-1890), which has laid the foundations for the PanAmerican Union (founded in 1910), subsequently the Organization of
American States (1948), as well as the foundation of the United Nations
Educational, Scientific and Cultural Organization (1947), main promoters,
in addition to the International Bureau of Education of the International
Conferences on Public Instruction. The final conclusion is that the history of
the internationalization of Brazilian secondary education, by means of its
theoretical, pedagogic and politic assumptions from North-American
hegemony organizations is, undoubtedly, the history of appropriations of
recommendations from the International Conferences of Public
Instruction, especially from 1931 to 1961. |
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