A Instrução Secundária em Portugal – origens e implementação
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2019-10-30
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O presente trabalho de investigação incide sobre a origem dos primeiros Liceus Portugueses. O período em estudo inicia-se em 1836, data da criação dos Liceus, e culmina em 1860, aquando da elaboração do Regulamento Geral que norteia estas instituições. A metodologia adotada alicerçou-se numa perspetiva heurística entre a História e os Arquivos. A investigação privilegiou o espólio existente na Torre do Tombo, nos Arquivos escolares, nas bibliotecas distritais e na Biblioteca Nacional. O eventual mérito que este trabalho possa comportar dever-se-á à consulta de documentos inéditos até à data. O principal intuito que subjaz a esta recolha reside na tentativa de reconstruir e compreender os processos históricos, perspetivando-os sob ângulos diferentes. A investigação pautou-se por uma articulação meticulosa entre a pesquisa documental, o tratamento analítico, casuístico e heurístico, devido à panóplia de fontes consultadas. O resultado deste trabalho conduziu-nos a abordagens com um pendor descritivo, pese embora exista uma preocupação interpretativa que prevaleceu desde o início. Verifica-se o primado da análise qualitativa, não obstante se faça menção a aspectos quantitativos sempre que os considerámos relevantes. A perceção dominante sobre a origem dos Liceus atribui a sua criação aos anseios de uma classe social emergente, ávida de se ilustrar, a Burguesia. O primeiro contacto com o tema em estudo, fez-nos pensar que esta afirmação devia ser questionada, pelo menos parcialmente, ou devidamente complementada. Os Liceus eram o estandarte dos liberais, na medida em que constituíam o elemento determinante na formação ou transformação das mentalidades. Pretendia-se, sobretudo, criar um novo modelo de sociedade e de cidadão, dotado de espírito crítico, politicamente interveniente. Os liberais preconizavam a escolarização como condição imprescindível para a criação da sociedade industrial, por outro lado a aristocracia pretendia cercear tais veleidades, confinando a população à ignorância, uma vez que a frequência escolar colocava em risco a estrutura social vigente.
This research focuses on the origin of the first Portuguese secondary schools. The study period begins in 1836, when the first secondary schools appeared, and ends in 1860, when the document entitled the General Regulations, which guides these institutions, was drawn up. The methodology used was based on a heuristic perspective between History and Archives. The investigation privileged the assets that can be found in Torre do Tombo, school archives, district libraries and the National Library. The merit, this work may have, is a direct result of the consultation of documents, unknown until now. The main aim of this data gathering lies in the attempt to both reconstruct and understand the historical processes and, at the same time, view them from different angles. The research was based on a meticulous articulation between documental research and the analytical, casuistic and heuristic treatment, due to the panoply of sources consulted. This work led to descriptive approaches, although an interpretative concern has prevailed right from the start. Despite placing emphasis on the qualitative analysis, quantitative aspects are also mentioned whenever they are relevant. It is believed that secondary schools appeared to respond to the desires of an emerging social class, eager to become educated – the Bourgeoisie. The first contact with the theme made us think that such statement should be questioned, at least partially, or fully complemented. Secondary schools were somehow the symbol of the Liberals, as they were the decisive factor in the formation or transformation of mentalities. The idea was to create a new model of society as well as of citizen, endowed with critical thinking, capable of intervening politically. The Liberals advocated schooling as an essential condition to the creation of the industrial society. On the other hand, the aristocracy wanted to curtail such pretensions, thus confining the population to ignorance, since attending school put the existing social structure at risk.
This research focuses on the origin of the first Portuguese secondary schools. The study period begins in 1836, when the first secondary schools appeared, and ends in 1860, when the document entitled the General Regulations, which guides these institutions, was drawn up. The methodology used was based on a heuristic perspective between History and Archives. The investigation privileged the assets that can be found in Torre do Tombo, school archives, district libraries and the National Library. The merit, this work may have, is a direct result of the consultation of documents, unknown until now. The main aim of this data gathering lies in the attempt to both reconstruct and understand the historical processes and, at the same time, view them from different angles. The research was based on a meticulous articulation between documental research and the analytical, casuistic and heuristic treatment, due to the panoply of sources consulted. This work led to descriptive approaches, although an interpretative concern has prevailed right from the start. Despite placing emphasis on the qualitative analysis, quantitative aspects are also mentioned whenever they are relevant. It is believed that secondary schools appeared to respond to the desires of an emerging social class, eager to become educated – the Bourgeoisie. The first contact with the theme made us think that such statement should be questioned, at least partially, or fully complemented. Secondary schools were somehow the symbol of the Liberals, as they were the decisive factor in the formation or transformation of mentalities. The idea was to create a new model of society as well as of citizen, endowed with critical thinking, capable of intervening politically. The Liberals advocated schooling as an essential condition to the creation of the industrial society. On the other hand, the aristocracy wanted to curtail such pretensions, thus confining the population to ignorance, since attending school put the existing social structure at risk.
Descrição
Tese de Doutoramento em Ciências da Educação
(Especialização em História da Educação)
Palavras-chave
Liberalismo , ensino