Reformas Educacionais na Primeira República (1889 a 1930) à luz das categorias epistemológicas de Paulo Freire
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Com a Proclamação da Independência em 1889 a sociedade brasileira precisa se transformar para construir a tão sonhada República de liberais e maçons, ou de liberais/maçons. Assim na história do país está marcado o período de 1889 a 1930 conhecido como Primeira República. Dessa forma, a questão norteadora da pesquisa é: as reformas educacionais da Primeira República visavam uma transformação social e econômica no Brasil? A partir da Fenomenologia Hermenêutica de Heidegger (1967) intencionamos interpretar criticamente as políticas públicas deste período a partir do pensamento de Paulo Freire, trazendo essa perspectiva da educação com papel de mudança nos sujeitos que transformam a realidade em que vivem. Para tanto, nosso aporte teórico está centrado em: Nagle (2001), Carvalho (1987) e Freire (2001). Essa aproximação foi realizada a partir de um diálogo entre três características centrais da política deste período: liberalismo, nacionalismo e positivismo; e três conceitos freireanos: libertação, poder e cultura.
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Referências
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Brazil. (1915) Decree-law No. 11,530, of March 18, 1915 - Reorganizes secondary and higher education in the republic. [Online]. Available at: https://repositorio.ufsc.br/bitstream/handle/123456789/104708/1915%20%20Decreto%2011530%20-%20Reforma%20Carlos%20Maximiliano.pdf?sequence=1. (Accessed: 30 Jan 2024).
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