Educação moral: um estudo sobre as disputas entre educadores católicos e liberais nas décadas de 1920 e 1930

Abstract

At this research we investigate the catholic and liberal matrices of moral education that were part of the renewed education debates in the 1920’s and 1930’s. The goal is analyzing the arguments showed by both groups, beyond identifying it’s similarities and differences.. For this study, we selected autors and works which are references in the context. So, for the catholic case, we pinch Debates Pedagógicos (1931), by Alceu Amoroso Lima; A Escola Nova (1932), by Jonathas Serrano and A Pedagogia do Catecismo (1938), by Pe. Álvaro Negromonte. For the liberal group, we took A Educação Moral e a Educação Econômica (1928), by Antônio Sampaio Dória; Introdução ao Estudo da Escola Nova (1930), by Lourenço Filho, and, Novos Caminhos e Novos Fins, by Fernando de Azevedo. Beyond this works, taken as sources, we investigated Manifesto dos Pioneiros da Educação Nova, 1932, legistaltions and articles of Revista Brasileira de Estudos Pedagógicos. The sources anlysis was made through the Cornelius Castoriadis’ conceptual field, specifically the formulations around the concept of ideology, beyond studys related to moral education, more specifically in classic authors such as Émile Durkheim and John Dewey. Other studies made in the history and educational history fields were used, such as Carlos Monarcha, Marta Carvalho, Carlos Roberto Jamil Cury, Luiz Antônio Cunha, Nancy Stepan, Cynthia Greive Veiga, Alípio Casali, Oscar Lustosa, and others. The dissertation is organized in two chapters; at the first one, we investigated the debates between the educators of the catholic group, and its emphasis in the proposal of a moral education characterized by contemplative and transcendent points. Despite we took them as a group, there were differences between them related to dogmatism aspect. The second chapter deals with the liberal educators’ groups’ propositions, who advocated a moral education based on an immanent idea of duty, having as a point of divergence not only a certain dogmatism regarding the moral education methodology, but also the educational politics point of view.. As conclusion of the research we can claim that the preposition of catholic and liberal moral education proposals means, with the parcial presence of both matrices at the institucionallized scope of State and its’ legislations, a coexistence possible by the conformist character of both, which also means a ban on the possibility of imagining the society’s.moralization through another group matrices and in an autonomous way.