[Truncated abstract] Education is defined as the conscious direction of evolution. Consciousness is a function more marked in highly developed organisms, which are less subject in consequence to the influence of their material environment. Such a conception of education omits a mechanist interpretation of the cosmos. It proceeds from the assumption that the universe has purpose, and that this purpose may be progressively revealed as life achieves more integrated organisation. In the affairs of men the specialised function is undertaken by certain thinkers who develop the capacity to give direction to human activities. These men are educators. A general theory of education will draw its material from a study of the developmental trends of a whole civilization; that of Western Europe, being the most influential in the affairs of the modern world, is considered as providing the best illustrative material for the formulation of such theory. While major emphasis is placed upon the innovating effect of education, it should be remembered that much of its effort is directed to the preservation of the organism. But the most effective conservative activities must be those that cater for, and permit of growth and development. ... The eighteenth and nineteenth century period of consolidation permitted a relaxation of personal guidance and control. The crises of the twentieth century necessitated the resumption of direction in the economic and political affairs of men. Western European Civilization is passing from the era of the entrepreneur to that of the managers and specialists. Specialists need the guidance and direction of an integrated body of moral and political theory that will relate their efforts to the needs of a world community. The function of the modern educator is to evolve and expound theories that render human activity intelligible. The educator will be informed through his study of the inter-relationship between epistemology, science, economics and politics. He must aspire to the comprehension of the wholeness of things. If 'mind' is to be the controlling factor in an indeterminate universe, and if 'mind' emerges out of the integration and organisation of matter, then the purpose of human activity is to achieve harmony and integration in the material universe. Life aims at the emergence of 'mind' through the self-directed organisation of matter. The function of the educator, corresponding in human affairs to that of 'mind' in the material universe, is of paramount importance in the modern world which interprets cosmic events in accordance with a principle of indeterminacy.

In this thesis, I argue the case for putting the industrial revolution back into literary accounts of the Romantic period. Writers of fiction played an important part in disseminating knowledge about the changes to technology and society, as well as helping to form the image of the newest social class: that of the industrial workers. Literature aspired to educate and integrate this class, as well as to influence the parallel process of educating the upper classes about the advent of the new manufacturing order. I have taken as the governing metaphor for industrialization that of 'white slavery', drawing the contrast to the contemporary movement to abolish black slavery. To illustrate the thesis, I have chosen six writers: three Romantic poets - Coleridge, Southey and Wordsworth - and three women educationalists - Hannah More, Maria Edgeworth and Harriet Martineau, each of whom represents a significant philosophical approach to a manufacturing society and who each made an important contribution to imaginative literature. Whilst the Romantic poets analysed industrialization as a divisive and demoralizing phenomenon and looked to the past for solutions, the educationalists responded to the challenge presented by the factory system by suggesting new visions of social relationships which bound moral and economic behaviour together. The thesis aspires to restore the voices of neglected women writers in the industrial debate with the aim of promoting a deeper understanding of the dynamics of the Romantic period and a fuller comprehension of its creative expression.

Esta pesquisa, circunscrita à área da história da educação brasileira, tem como objeto de estudo o educador e escritor de literatura infantil Thales Castanho de Andrade (1890-1977). O trabalho tem como objetivo tratar de elementos relativos ao autor, à sua produção literária e atuação no magistério vistos na perspectiva da análise dos principais aspectos que envolveram a sua trajetória, a qual é acompanhada desde o período de sua formação nos anos de 1910, a divulgação de sua obra mais conhecida, o livro Saudade, publicado em 1919, até os anos de 1930, quando ao final da década percebe-se um arrefecimento de suas publicações. Assim, primeiramente, situamos o lugar de sua formação, a cidade de Piracicaba, e observamos determinados tópicos da história das instituições de ensino a que ele esteve relacionado, o Grupo Escolar, a Escola Complementar e a Escola Prática Agrícola de Piracicaba. O evento do Primeiro Congresso de Ensino Agrícola, ocorrido em 1911 em São Paulo é outro dos temas tratados. Agregamos à análise, como fundamentação teórica, as proposições de Nicolau Sevcenko e Ângela de Castro Gomes, que ao trabalharem com a história dos intelectuais, examinando para tanto o material literário e o da imprensa na análise do pensamento e do contexto histórico, apropriaram-se dos instrumentos teóricos da história social, a mesma a opção desta pesquisa. As noções de \"rede de sociabilidade\" e de \"microclimas\" referidas por Ângela de Castro Gomes são aplicadas neste trabalho para explicar o surgimento do \"bloomsbury caipira\", um agrupamento de intelectuais e artistas local, do qual fazia parte Thales de Andrade, que contribuiu para a sua inserção no campo literário e educacionais dos anos vinte e trinta. A contextualização da produção literária e a apresentação do conjunto dessas obras publicadas são outros pontos abordados. Também averiguamos a discussão a respeito da concepção de literatura, promovida pelo autor, bem como a confrontação de sua produção com a de Monteiro Lobato. Finalmente, procuramos observar os aspectos referentes à construção de perfis do autor realizada pela imprensa piracicabana. O material privilegiado para este momento da análise é a coleção de recortes da hemeroteca da Biblioteca Municipal de Piracicaba. Apresentamos como resultados e conclusões do trabalho o exame da produção literária, realizada no âmbito da educação. Dessa maneira, a análise procura responder em que medida seus livros foram elaborados e postos ao serviço da escola. É preciso levar em conta que o autor, ao fazer a sua literatura, tinha como horizonte a realização da vida no campo como principal objetivo de sua produção, tornando-se por isso, uma referência ao ruralismo. Entretanto, aliado a esse ideal, Thales se identificava às tendências da educação em desenvolvimento na época, unindo, dessa maneira, seu projeto literário ao educativo, o qual contemplava a modernização da instrução pública contextualizada ao ambiente rural. Nesse sentido é possível perceber na produção andradeana certo grau de aproximação entre a sua literatura e as sugestões propostas pelos movimentos educacionais dos anos vinte e trinta. / This research is circumscribed to the brazilian education history. Its aim is to study the educator and writer of infantile literature Thales Castanho de Andrade (1890-1977). It deals with elements related to the author, his literary works, and mastery seen under the perspective of analyzing the main aspects which involved his trajectory since his formative period in the 1910 decade, the divulging of his best known book Saudade, published in 1919, till the late years of the 30 decade, when a slackening of his work is noticed. So, to begin with, we firstly located Piracicaba City, his background place, and detected some topics of the teaching establishments to which he was related such as the \"Grupo Escolar\", \"Escola Complementar\" and \"Escola Prática Agrícola de Piracicaba\". The \"Primeiro Congresso de Ensino Agrícola\" (First Congress of Agricultural Teaching), which happened in 1911 in São Paulo City is also one the themes dealt with. As a theoretical basis, we have aggregated to the analysis the propositions by Nicolau Sevcenko and Angela de Castro Gomes, who, on working about the history of intellectuals examined the literary and the press materials to analyze thinking and the historical context. They used the theoretical instruments of social history, the same option of this research. The notions of \"sociability net\" (rede de sociabilidade) and \"microclimates\" (microclimas) which Angela de Castro Gomes refers to are mentioned in this work to explain the arising of \"Bloomsbury caipira\" (countryman Bloomsbury), a local gathering together of artists and intellectuals in which Thales de Andrade took place, contributed to his entering the literary and educational fields in the 20 and 30 decades. The context of the literary production and the presentation of the published works are also subjects approached. We also inquired about the discussion on literature concept by the author, as well as about the comparison of his works with Monteiro Lobato\'s. Finally we searched about the aspects referring to the building of the author\'s profiles by the \"Piracicaba\" press. The material chosen for this research is a clipping collection of \"Biblioteca Municipal de Piracicaba\". We can present as a result and conclusion of the research, the examination of the literary production in the education field. This way the analysis is expected to answer to what extent his books were elaborated and put at the disposal of education. It is necessary, however, to take on account that the author, on doing his literary works, had as his landmark the reality of rural life as the chief purpose of his works, becoming so, a reference to ruralism. Meanwhile, searching for ideal, Thales identified himself, with the tendencies of the developing education of the time, so linking his literary project to the educational on which looked at the modernization of public education in the context of rural environment. In this sense, it is possible to get from the \"andradeana\" production a certain degree of approach between his literature and proposals by the education movements in the 20 an 30 decades.

Esta pesquisa, circunscrita à área da história da educação brasileira, tem como objeto de estudo o educador e escritor de literatura infantil Thales Castanho de Andrade (1890-1977). O trabalho tem como objetivo tratar de elementos relativos ao autor, à sua produção literária e atuação no magistério vistos na perspectiva da análise dos principais aspectos que envolveram a sua trajetória, a qual é acompanhada desde o período de sua formação nos anos de 1910, a divulgação de sua obra mais conhecida, o livro Saudade, publicado em 1919, até os anos de 1930, quando ao final da década percebe-se um arrefecimento de suas publicações. Assim, primeiramente, situamos o lugar de sua formação, a cidade de Piracicaba, e observamos determinados tópicos da história das instituições de ensino a que ele esteve relacionado, o Grupo Escolar, a Escola Complementar e a Escola Prática Agrícola de Piracicaba. O evento do Primeiro Congresso de Ensino Agrícola, ocorrido em 1911 em São Paulo é outro dos temas tratados. Agregamos à análise, como fundamentação teórica, as proposições de Nicolau Sevcenko e Ângela de Castro Gomes, que ao trabalharem com a história dos intelectuais, examinando para tanto o material literário e o da imprensa na análise do pensamento e do contexto histórico, apropriaram-se dos instrumentos teóricos da história social, a mesma a opção desta pesquisa. As noções de \"rede de sociabilidade\" e de \"microclimas\" referidas por Ângela de Castro Gomes são aplicadas neste trabalho para explicar o surgimento do \"bloomsbury caipira\", um agrupamento de intelectuais e artistas local, do qual fazia parte Thales de Andrade, que contribuiu para a sua inserção no campo literário e educacionais dos anos vinte e trinta. A contextualização da produção literária e a apresentação do conjunto dessas obras publicadas são outros pontos abordados. Também averiguamos a discussão a respeito da concepção de literatura, promovida pelo autor, bem como a confrontação de sua produção com a de Monteiro Lobato. Finalmente, procuramos observar os aspectos referentes à construção de perfis do autor realizada pela imprensa piracicabana. O material privilegiado para este momento da análise é a coleção de recortes da hemeroteca da Biblioteca Municipal de Piracicaba. Apresentamos como resultados e conclusões do trabalho o exame da produção literária, realizada no âmbito da educação. Dessa maneira, a análise procura responder em que medida seus livros foram elaborados e postos ao serviço da escola. É preciso levar em conta que o autor, ao fazer a sua literatura, tinha como horizonte a realização da vida no campo como principal objetivo de sua produção, tornando-se por isso, uma referência ao ruralismo. Entretanto, aliado a esse ideal, Thales se identificava às tendências da educação em desenvolvimento na época, unindo, dessa maneira, seu projeto literário ao educativo, o qual contemplava a modernização da instrução pública contextualizada ao ambiente rural. Nesse sentido é possível perceber na produção andradeana certo grau de aproximação entre a sua literatura e as sugestões propostas pelos movimentos educacionais dos anos vinte e trinta. / This research is circumscribed to the brazilian education history. Its aim is to study the educator and writer of infantile literature Thales Castanho de Andrade (1890-1977). It deals with elements related to the author, his literary works, and mastery seen under the perspective of analyzing the main aspects which involved his trajectory since his formative period in the 1910 decade, the divulging of his best known book Saudade, published in 1919, till the late years of the 30 decade, when a slackening of his work is noticed. So, to begin with, we firstly located Piracicaba City, his background place, and detected some topics of the teaching establishments to which he was related such as the \"Grupo Escolar\", \"Escola Complementar\" and \"Escola Prática Agrícola de Piracicaba\". The \"Primeiro Congresso de Ensino Agrícola\" (First Congress of Agricultural Teaching), which happened in 1911 in São Paulo City is also one the themes dealt with. As a theoretical basis, we have aggregated to the analysis the propositions by Nicolau Sevcenko and Angela de Castro Gomes, who, on working about the history of intellectuals examined the literary and the press materials to analyze thinking and the historical context. They used the theoretical instruments of social history, the same option of this research. The notions of \"sociability net\" (rede de sociabilidade) and \"microclimates\" (microclimas) which Angela de Castro Gomes refers to are mentioned in this work to explain the arising of \"Bloomsbury caipira\" (countryman Bloomsbury), a local gathering together of artists and intellectuals in which Thales de Andrade took place, contributed to his entering the literary and educational fields in the 20 and 30 decades. The context of the literary production and the presentation of the published works are also subjects approached. We also inquired about the discussion on literature concept by the author, as well as about the comparison of his works with Monteiro Lobato\'s. Finally we searched about the aspects referring to the building of the author\'s profiles by the \"Piracicaba\" press. The material chosen for this research is a clipping collection of \"Biblioteca Municipal de Piracicaba\". We can present as a result and conclusion of the research, the examination of the literary production in the education field. This way the analysis is expected to answer to what extent his books were elaborated and put at the disposal of education. It is necessary, however, to take on account that the author, on doing his literary works, had as his landmark the reality of rural life as the chief purpose of his works, becoming so, a reference to ruralism. Meanwhile, searching for ideal, Thales identified himself, with the tendencies of the developing education of the time, so linking his literary project to the educational on which looked at the modernization of public education in the context of rural environment. In this sense, it is possible to get from the \"andradeana\" production a certain degree of approach between his literature and proposals by the education movements in the 20 an 30 decades.