This thesis argues for an intellectual history approach to understanding the Scottish constitutional debate as a process of political and ideological change, with implications for understanding the ideological basis of current Scottish politics. It justifies and outlines a methodological approach based on the insights of Quentin Skinner and the 'Cambridge School' in the 'history of ideas'; utilises this methodology to provide an intellectual history of the Scottish constitutional debate from the Scottish National Party (SNP) victory in the 1967 Hamilton by-election to the devolution referendum of 1979; and outlines the implications of this approach for the historiography of the debate, our understanding of contemporary Scottish politics, and the development of a more historically sensitive political science. It theorises and develops a concept unique to this thesis, that of the 'discourse community', traces the substantive creation of the Scottish discourse community in the 1967-1979 period, and argues for the methodological usefulness of this concept in examining the debate as a process of intellectual/ideological change. Overall, the thesis argues that a Skinnerian intellectual history approach to the Scottish constitutional debate contributes to a fuller, more historically sensitive historiography of the period, challenging current historiographical understanding of the constitutional debate and of Scottish political development; delineates the development of a Scottish discourse community between 1967-1979; and has implications for our understanding of current Scottish politics, in particular highlighting that the conceptualisation of 'left wing' Scotland is an ideological construction and suggesting a more critical approach to such perceptions of, and contemporary claims for, a post-devolution 'new politics'.

Made available in DSpace on 2015-05-07T15:10:06Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2629487 bytes, checksum: 967cdd79a2c7080cf533a7ca64ea512a (MD5) Previous issue date: 2006-12-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The objective of this work is to analyze the debates of the constituents of 1823 around the projects that had as intention the organization of the education in Brazil. With the end of the Portuguese domain the Brazil was around with the organization of a structure that gives contours of a Nation. Among these was the organization of an educational plan" so that the children of the elite could be part of the public administration and then to command the destinations of the Imperial State searching to strengthen its regional powers. For the analysis of the works of the constituent members of the House of Representatives as regards to the education we use as main source the Constituent Assembly Annals of 1823, besides others written contemporaries to the period. The adopted methodology was the bibliographical research (documental and historiographical) and the analysis and interpretation of the extracted information. The research involved the analysis in the literal and interstitial plans. Moreover, as the speeches and debates of the constituent members of the House of Representatives they do not form a closed universe, they only gain intelligibility if articulated with the widest historical reality of that moment. The systematic development of the studies made the research circulate between the internal plans (the specific questions of the Brazilian society of that time) and external (the action of forces and ideas originating of the exterior with which Brazil interacted). On the other hand, as the education constitutes a field that, although has its own peculiarities, it does not have absolute autonomy in relation to all of the social life we always search the articulation of the educational question with the other aspects of the society that interact more directly with it (ideology, economy, politics, culture, social relations, etc...). Finally as we talked about a discussion located in one historical moment that involves one given complexity, became inevitable and imperative the dialogue with the pertinent historiography in order to confront hypotheses and to enrich the analysis of the documentary source used in the research. / O objetivo deste trabalho foi analisar os debates dos constituintes de 1823 em torno dos projetos que tinham como intenção a organização da educação no Brasil. Com o fim o domínio português o Brasil esteve ás voltas com a organização de uma estrutura que desse os contornos de uma Nação. Entre estes estava a organização de um plano educacional para que os filhos da elite pudessem fazer parte da gestão pública e assim comandar os destinos do Estado Imperial buscando fortalecer os seus poderes regionais. Para a análise dos trabalhos dos deputados constituintes no que se refere à educação utilizamos como fonte principal os Anais da Assembléia Constituinte de 1823, além de outros escritos contemporâneos ao período. A metodologia adotada foi a pesquisa bibliográfica (documental e historiográfica) e a análise e interpretação dos dados dela extraídos. A pesquisa envolveu a análise nos planos textual e intertextual. Além disso, como os discursos e debates dos deputados constituintes não formam um universo fechado, eles só ganham inteligibilidade se articulados com a realidade histórica mais ampla daquele momento. O desenvolvimento sistemático dos estudos fez com que a pesquisa transitasse entre os planos internos (as questões específicas da sociedade brasileira da época) e externos (a ação das forças e idéias oriundas do exterior com os quais o Brasil interagia). Por outro lado, na medida em que a educação constitui um campo que, embora possua sua peculiaridade, não possui autonomia absoluta em relação ao todo da vida social, buscamos sempre a articulação da questão educacional com os outros aspectos da sociedade que interagem mais diretamente com ela (ideologia, economia, política, cultura, relações sociais, etc...). Por fim, como se tratou de uma discussão travada em uma quadra histórica que envolve uma dada complexidade tornou-se inevitável e imperativo o diálogo com a historiografia pertinente para podermos assim, confrontar hipóteses e enriquecer a análise da fonte documental utilizada na pesquisa.