Poder político e educação na história do Brasil –império e primeira república

Abstract

The relationship between political power and education may go unnoticed for most people, and sometimes this relationship is purposely obscured by making this closeness obscure. This research aims to demonstrate that the purposes and objectives of education were determined in political instances throughout the period of the Empire until the First Republic, which used it as a tool for maintaining the political and economic power of the elites, to the detriment of the people. The general objective is to analyze the reasons why it was not implemented in Brazil, a national education network in the period under analysis, and specifically to understand how political power manifests itself in its relationship with education; analyze and demonstrate the ways in which education was used in all periods analyzed, as a tool for exercising and maintaining political and economic power. The method used to perform the research was the bibliographic, with a deductive approach, and the historical procedure method. Foucault's considerations on power and education are used, which demonstrates the use of school for the purpose of modifying or creating a new social context, the production of “docile bodies” using a panoptic tactic of forces and through the dissemination of discipline, which fulfills the function within the machinery of capital, in order to meet the demands of disciplinary society in its “anatomopolitical” form, in which power relations are distributed in an infinitesimal scale, “microphysics”, not just from top to bottom. As a result, it is intended to demonstrate that the absence of a nationally organized education network did not occur because the economic, labor, cultural, and apolitical conception of life of most Brazilians did not generate a demand for education, which happened only at the end of the Old Republic period. It was intended to refute the claim of most of the bibliography on education in Brazil that the process of implementing a nationwide education network was due to the industrialization process, but to a variety of factors such as the mobilization of civil society. , the urbanization process, the rural exodus, and the growing need for specialized services in urban centers.