The historiographic struggle over the representation of the Paris Commune, as begun by the daily press in 1871 and continued in the works of many subsequent scholars, is in fact part of a larger ideological battle. This thesis argues that in order to understand the significance of the Commune, it is necessary to return to contemporary writings. It studies the bourgeois reaction to the Paris Commune using as source material diaries, correspondence and monographs of upper class observers of the Commune. Through these writings, the Commune is seen as a socialist threat to bourgeois stability, and a sign of the disintegration of the ideals of the French Revolution.

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Orientador: Jesus José Ranieri / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-25T13:09:20Z (GMT). No. of bitstreams: 1 Almeida_JaneBarros_D.pdf: 5705010 bytes, checksum: af659b08f920224fab05b5d198719227 (MD5) Previous issue date: 2014 / Resumo: Esta tese realizou uma análise, a partir da relação entre educação e luta de classes, tendo como objeto de estudos a experiência da Educação na Comuna de Paris de 1871. Esta curta experiência foi capaz de revelar a contribuição da educação no processo de construção de uma consciência de classe dos trabalhadores, mediante os debates e disputas políticas em prol de melhores condições de vida e direitos, travados no período anterior à Comuna, a antessala, quando a educação assumiu papel central ao canalizar os elementos de descontentamento e denúncia do projeto aplicado pelo Império de Napoleão III, ao mesmo tempo em que revelou elementos de um novo projeto de sociedade. A experiência da educação na Comuna de Paris foi capaz de apontar rupturas com o projeto de educação republicano, no sentido de indicar elementos para uma educação verdadeiramente democrática, emancipadora, omnilateral, laica, integral, crítica e reflexiva, para ambos os sexos. Assim como resignificou a ideia de público através da educação, desvinculando-o da lógica atribuída pelo particularismo burguês. A educação pública e popular criticou o papel do Estado, delegando aos trabalhadores organizados a tarefa de direção e formulação do novo projeto educacional. Avanços capazes de revelar a importância da educação no interior da luta dos trabalhadores, na construção de um novo projeto societal / Abstract: This thesis conducted an analysis, starting from the relationship between education and class struggle, using as the object of study the experience of education at Paris Commune in 1871. This short experience was able to reveal the contribution of education in building a class consciousness of workers through the debates and political disputes in favor of better living conditions and rights, conducted in the period that preceded the Commune, the precursor, when education assumed a central role, channeling the elements of discontent and denunciation of the project implemented by the Empire of Napoleon III, at the same time that it revealed elements of a new project of society. The experience of education at Paris Commune was able to indicate breaks with the republican educational project, in order to suggest elements for a truly democratic, emancipator, comprehensive, secular, critical and reflective education, for both sexes. It also redefined the idea of public, through education, separating it from the logic given by bourgeois particularism. The public and popular education criticized the role of the state, delegating to the organized workers the task of leadership and formulation of the new educational project. Advances able to reveal the importance of education within the struggle of workers in the construction of a new societal project / Doutorado / Sociologia / Doutor em Sociologia

The purpose of this thesis is to describe and then to compare common descriptive characteristics (uniformities) evident within three historical events: the Paris Commune of 1871, the Zapatista Movement of the Mexican Revolution between 1910 and 1919, and the Spartacist Rebellion of 1919. One such uniformity is the fact that all three are abortive social revolutions.