Os saberes e poderes da reforma de 1905
Miniatura indisponível
Ficheiros
Data
2010
Título da revista
ISSN da revista
Título do Volume
Editora
Edições Universitárias Lusófonas
Resumo
Neste artigo, revisitamos a reforma de 1905 ao nível das inovações curriculares e dos
dispositivos pedagógicos que a singularizaram.
Como enfoques metodológicos, assumimos o currículo enquanto construção social, e
estabelecemos uma conexão entre pedagogia do poder e do saber, na linha de Nietzsche e de
Foucault de que, por detrás de todo o saber, o que está em jogo é uma luta de poder, estando o
poder político intrinsecamente correlacionado com o saber.
Abordamos, num primeiro momento, a nova configuração curricular proposta por este
diploma - elaborado pelo director geral de Instrução Pública, Abel Andrade, e promulgado pelo
ministro do Reino, Eduardo José Coelho - e colocamos em evidência, por um lado, os
mecanismos que fizeram com que a educação física integrasse definitivamente o currículo dos
alunos do liceu e, por outro, a forma como abriu caminho para um novo conhecimento e para
uma nova construção do corpo. Num segundo momento, relevamos a importância do que
designamos por novos mecanismos de regulação onde incluímos o caderno diário, o incentivo
à prática pedagógica de arquivar e expor os trabalhos dos alunos e a cooperação entre o liceu e
a família. Por fim, concluímos que esta reforma deve ser vista em articulação com a reforma
anterior de Jaime Moniz e que ambas acabam por corresponder a duas peças fundamentais do
movimento reformista cuja aposta, em última análise, era a formação da futura elite
governante.
In this paper, we intend to revisit the 1905 Reform focusing on the curriculum innovations and pedagogical measures that made it unique. As methodological focuses we assume the curriculum as social construction and we establish a link between the pedagogy of power and learning following Nietzsche and Foucault, considering that behind all learning and understanding what is at stake is a fight for power, being the political power intimately related with learning. We deal, at the beginning, with the new curriculum proposal of the above-mentioned document – drafted by the Director General of Public Instruction, Abel Andrade and undersigned by the Minister of the Reign, Eduardo José Coelho. We highlight, on one hand, the mechanisms that made physical education part of the students’ curriculum at grammar school, and on the other hand, the means that opened a new way to a new learning and to a new development of the human body. In a second moment, we highlight the importance of what we call the new mechanisms of regulation where we include the notebook, as an incentive to the pedagogical practice of filling and exhibiting the work done by the students and at the same time the cooperation between the grammar school and the family. At last, we assume that this Reform should be seen in articulation with the previous one by Jaime Moniz, and that both correspond to two fundamental pieces of the reform movement, which was the basis of the education of the future governmental elite.
In this paper, we intend to revisit the 1905 Reform focusing on the curriculum innovations and pedagogical measures that made it unique. As methodological focuses we assume the curriculum as social construction and we establish a link between the pedagogy of power and learning following Nietzsche and Foucault, considering that behind all learning and understanding what is at stake is a fight for power, being the political power intimately related with learning. We deal, at the beginning, with the new curriculum proposal of the above-mentioned document – drafted by the Director General of Public Instruction, Abel Andrade and undersigned by the Minister of the Reign, Eduardo José Coelho. We highlight, on one hand, the mechanisms that made physical education part of the students’ curriculum at grammar school, and on the other hand, the means that opened a new way to a new learning and to a new development of the human body. In a second moment, we highlight the importance of what we call the new mechanisms of regulation where we include the notebook, as an incentive to the pedagogical practice of filling and exhibiting the work done by the students and at the same time the cooperation between the grammar school and the family. At last, we assume that this Reform should be seen in articulation with the previous one by Jaime Moniz, and that both correspond to two fundamental pieces of the reform movement, which was the basis of the education of the future governmental elite.
Descrição
Entretextos
Palavras-chave
EDUCAÇÃO, EDUCATION, REFORMAS EDUCATIVAS, EDUCATION REFORMS, PEDAGOGIA, PEDAGOGY, EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION, CURRÍCULOS ESCOLARES, SCHOOL CURRICULA, FOUCAULT, MICHEL, NIETZSCHE, FRIEDRICH, PORTUGAL, PORTUGAL