Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / O projeto de higienização, com efeitos sentidos ainda no século XIX, atravessou as primeiras décadas dos novecentos propondo intervenções cada vez mais incisivas na população brasileira, porém pautadas no princípio da educação higiênica. O pressuposto de que era necessário conscientizar e educar higienicamente a população, ao invés de impor apenas a obediência a medidas legislativas, tornou a escola primária um dos principais escopos das iniciativas em proveito da formação de hábitos sadios. Este olhar sobre a escola primária exigiu do professorado o preparo para lidar com tais desafios. Esta dissertação situa- se no âmbito da proposta de refletir acerca da interferência dos discursos e conhecimentos médico-higiênicos na formação e ofício da docência primária. Para tal efeito, tomamos como algumas das principais fontes os compêndios escolares de higiene, endereçados às escolas normais, bem como os programas da disciplina, produzidos para conduzir o ensino na Escola Normal do Distrito Federal. Tendo em vista que este aparato didático-pedagógico, composto pelos compêndios e pela disciplina de Higiene, manteve forte relação com o que se difundiu acerca do professorado primário a respeito de seu papel na campanha higiênica , também fez parte da perspectiva deste estudo o exame dos discursos proferidos nos congressos médicos e educacionais. Tais discursos nos auxiliaram no sentido de perceber a retórica que requisitava o alargamento do papel do professorado primário, no contexto das primeiras décadas do século XX, impulsionando uma suposta adequação do plano de formação docente às emergências da saúde pública. Ademais, as iniciativas voltadas para o aperfeiçoamento dos professores primários, fora das escolas normais, também se expressaram como discursos destas novas atribuições: tratamos dos cursos de aperfeiçoamento em higiene, promovidos por instituições distintas. Tornava-se necessário disciplinar a infância e suscitar nela novos hábitos. Portanto, os professores primários foram convocados a se constituírem braços direitos dos higienistas. / The hygienical project, with effects that has felt in nineteenth century, went through the first decades of 1900s proposing interventions increasingly incisives on Brazilian population, but guided by principle hygienic education. The pretext which it was necessary to raise awareness and educate the population hygienically instead of impose only the obedience to legislative measures , became the primary school one of the principals aims of initiatives in behalf of the formation of healthy habits. This perception about the primary school required the teachers preparation to deal with these challenges. The purpose of this dissertation is reflecting about the interference of hygienical discourses and knowledge in training and labor of primary teachers. For this purpose, we take as principal sources Hygiene textbooks, for training school, and syllabuses produced to guide the teaching in Escola Normal do Distrito Federal. Considering that this didactic and pedagogical device, composed of textbooks and Hygiene discipline, maintained a strong connection with what was spreaded about the primary teachers concerning his role in hygiene campaign the exams of speeches at medicals and educational conferences also was part of this study. These speeches have assisted us to notice the rhetoric that has requested the expansion of the role of primary teacher, in the context of the first decades of the twentieth century, propelling a hypothetic adequacy of the training plan for teachers for exigencies of public health. Furthermore, the initiatives directed to improvement of primary teachers, outside training school, also expressed themselves as discourses of these new attributions: we speak about courses of improvement in Hygiene, promoted by different institutions. It was necessary to discipline the childhood, raise new habits. Therefore, the primary teachers were summoned to constitute right arm of the hygienists.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / O projeto de higienização, com efeitos sentidos ainda no século XIX, atravessou as primeiras décadas dos novecentos propondo intervenções cada vez mais incisivas na população brasileira, porém pautadas no princípio da educação higiênica. O pressuposto de que era necessário conscientizar e educar higienicamente a população, ao invés de impor apenas a obediência a medidas legislativas, tornou a escola primária um dos principais escopos das iniciativas em proveito da formação de hábitos sadios. Este olhar sobre a escola primária exigiu do professorado o preparo para lidar com tais desafios. Esta dissertação situa- se no âmbito da proposta de refletir acerca da interferência dos discursos e conhecimentos médico-higiênicos na formação e ofício da docência primária. Para tal efeito, tomamos como algumas das principais fontes os compêndios escolares de higiene, endereçados às escolas normais, bem como os programas da disciplina, produzidos para conduzir o ensino na Escola Normal do Distrito Federal. Tendo em vista que este aparato didático-pedagógico, composto pelos compêndios e pela disciplina de Higiene, manteve forte relação com o que se difundiu acerca do professorado primário a respeito de seu papel na campanha higiênica , também fez parte da perspectiva deste estudo o exame dos discursos proferidos nos congressos médicos e educacionais. Tais discursos nos auxiliaram no sentido de perceber a retórica que requisitava o alargamento do papel do professorado primário, no contexto das primeiras décadas do século XX, impulsionando uma suposta adequação do plano de formação docente às emergências da saúde pública. Ademais, as iniciativas voltadas para o aperfeiçoamento dos professores primários, fora das escolas normais, também se expressaram como discursos destas novas atribuições: tratamos dos cursos de aperfeiçoamento em higiene, promovidos por instituições distintas. Tornava-se necessário disciplinar a infância e suscitar nela novos hábitos. Portanto, os professores primários foram convocados a se constituírem braços direitos dos higienistas. / The hygienical project, with effects that has felt in nineteenth century, went through the first decades of 1900s proposing interventions increasingly incisives on Brazilian population, but guided by principle hygienic education. The pretext which it was necessary to raise awareness and educate the population hygienically instead of impose only the obedience to legislative measures , became the primary school one of the principals aims of initiatives in behalf of the formation of healthy habits. This perception about the primary school required the teachers preparation to deal with these challenges. The purpose of this dissertation is reflecting about the interference of hygienical discourses and knowledge in training and labor of primary teachers. For this purpose, we take as principal sources Hygiene textbooks, for training school, and syllabuses produced to guide the teaching in Escola Normal do Distrito Federal. Considering that this didactic and pedagogical device, composed of textbooks and Hygiene discipline, maintained a strong connection with what was spreaded about the primary teachers concerning his role in hygiene campaign the exams of speeches at medicals and educational conferences also was part of this study. These speeches have assisted us to notice the rhetoric that has requested the expansion of the role of primary teacher, in the context of the first decades of the twentieth century, propelling a hypothetic adequacy of the training plan for teachers for exigencies of public health. Furthermore, the initiatives directed to improvement of primary teachers, outside training school, also expressed themselves as discourses of these new attributions: we speak about courses of improvement in Hygiene, promoted by different institutions. It was necessary to discipline the childhood, raise new habits. Therefore, the primary teachers were summoned to constitute right arm of the hygienists.

Alfred de Musset polémiste ? Le sujet a de quoi étonner quiconque connaît un tant soit peu l’oeuvre du poète, qui n’a cessé de revendiquer son indépendance à l’égard des partis et son refus d’être « pamphlétaire » ou d’endosser la posture hugolienne de « l’homme du siècle et de ses passions », ou quiconque s’en tient à l’image stéréotypée de « poète léger » et de citoyen indigne longtemps véhiculée par ses détracteurs et les manuels scolaires. Et pourtant, une bonne partie de son oeuvre, poésie, théâtre et prose, fait le procès de son époque, fustige les nouveaux dogmes et les clichés du siècle, et retrouve la tradition de la satire classique.La posture de retrait qu’adopte Musset à l’égard des écoles ennemies, néoclassiques et romantiques, est plus largement une posture polémique, et en même temps Musset opte là aussi pour l’écart : il polémique tout en niant polémiquer. Cette dimension agonistique apparaît particulièrement dans les OEuvres en prose de Musset, et notamment dans ses articles critiques et ses chroniques journalistiques, mais elle parcourt aussi, à la façon d’éclairs fugaces et incandescents, ses romans (La Confession d’un enfant du siècle est aussi condamnation du siècle), tandis que ses Nouvelles et ses Contes retrouvent les chemins de la satire classique.La présente étude se propose d’interroger les liens qui unissent, chez Musset, polémicité et généricité. Elle opte pour une approche stylistique de l’oeuvre, une oeuvre riche en formes et en genres dont l’analyse est inséparable de la prise en compte du contexte de leur production (la monarchie de Juillet et la « bataille romantique ») comme de celle du support journalistique qui les accueille : les Mélanges de littérature et de critique comptent des formes et des genres où Musset se fait écrivain journaliste malgré son aversion pour la presse. Musset retravaille ces formes et ces genres au gré des polémiques qu’il y insère, et réciproquement adapte les formes du polémique, le degré même de polémicité, au genre investi. Il refuse de se faire âpre polémiste mais recourt à divers procédés et intertextes propres aux registres polémique et satirique. Il polémique paradoxalement contre les polémiques et opte pour un éthos de « dandy bouffon », volontiers railleur et désinvolte, pariant sur la connivence avec le lecteur, et méfiant envers la violence du langage des formes polémiques contemporaines.Maître ironiste, habile à subvertir les genres de l’intérieur par une fictionnalisation des formes journalistiques et par la polémisation de genres a priori non polémiques, à réfuter les contre-discours aussi bien au moyen de la parodie et du pastiche qu’à celui d’une rhétorique subtile de réfutation, Musset laisse cependant entendre derrière la dérision une voix ambigüe, désenchantée et duelle, où l’énoncé s’en prend à l’énonciation au point de brouiller parfois la lisibilité de la polémique, dans une logique d’ironie « dix-neuvièmiste ». En définitive, le polémique mussétien s’attaque au « prêt à penser » de son époque, mais se retourne bien souvent aussi contre le Moi, cet « enfant du siècle », dans la logique d’une ironie romantique. / Alfred de Musset polemicist? The subject could surprise anyone who knows the slightest bit of the work of the poet, who has continued to assert his independence from the parties and his refusal to be a "pamphleteer" and to endorse the hugolian posture of “the man of the century and its passions”, or anyone who sticks with the stereotypical image of "light poet" and unworthy citizen long mediated by his detractors and scholar textbooks. And yet, a good part of his artwork, poetry, drama and prose, makes the trial of his era, denounces new dogmas and cliches of the century, and joins to the tradition of the classic satire. Withdrawal posture adopted by Musset against enemy schools, neoclassical and romantic’s one, is more widely a controversial posture, and at the same time Musset opts there also for the distance : he’s involved in controversy while denying argue. This agonistic dimension appears particularly in the prose works of Musset, and particularly in his critical articles and journalistic chronicles, but it crosses also, like lightning fleeting and glowing, his novels (The Confession of a child of the century is also a harsh condemnation of the century), while his Short-Stories and his Tales get back to the paths of the classic satire. The present study proposes to examine the links that bind, in Musset’s works, polemicity and genericity. It opts for a stylistic approach of the work, which is rich in forms and genres whose analysis is inseparable from taking account of the context of their production (the July monarchy and the "romantic battle") as of the journalistic media that welcomes them: Mixtures of literature and criticism are forms and genres where Musset turns out to be a “writer- journalist” despite his dislike of the press. Musset reworks these forms and these genres according to the polemics he inserts, and reciprocally adapts forms of the controversy, even the degree of polemicity, with the invested genre. He refuses to be bitter controversialist but uses various stylistic devices and intertexts specifics to polemical and satirical modes. He paradoxically attacks the controversies and opts for an ethos of "jester dandy", willingly mocking and flippant, betting on the connivance with the reader, and suspicious of the violence of the language of contemporary polemic’s forms.Master ironist, adept at subverting the genres from the inside by a fictionnalisation of journalistic forms and by the polemisation of a priori not polemical genres, to refute the counter-discourse as well through parody and pastiche as a subtle refutation’s rhetoric, Musset suggests however behind derision an ambiguous, disenchanted and dual voice, where the utterance lashes out against the enunciation to the extent of blurring sometimes the readability of the controversy, in a logic of "nineteenth’s" irony. As it emerges, Musset’s controversy tackles "ready to believe" of his time, but often also turns against himself, this “child of the century”, in the logic of a romantic irony.