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Previous issue date: 2017-07-31 / No Brasil, a Rep?blica federativa e representativa, pol?tica e
juridicamente estabelecida na Constitui??o da Rep?blica dos Estados
Unidos do Brasil (1891), deixou para os Estados e munic?pios brasileiros a
compet?ncia de regular e de promover a educa??o escolar prim?ria
p?blica e gratuita para meninos e meninas, sujeitos destinat?rios do direito
civil e social de estudar e de aprender. O trabalho de disserta??o, no rigor
da pesquisa hist?rica e documental (Constitui??o da Rep?blica dos
Estados Unidos do Brasil [1891], Constitui??es do Estado do Rio Grande do
Norte [1891, 1892, 1898], legisla??o educacional nacional e estadual,
relat?rios dos Diretores da Instru??o P?blica e mensagens
governamentais), de conformidade com a tem?tica educa??o escolar
prim?ria p?blica e gratuita e pol?ticas p?blicas de Estado federativo e, ao
objeto de estudo ? educa??o escolar prim?ria p?blica e gratuita e regime
federativo no Brasil e no Rio Grande do Norte, em seus acontecimentos
hist?ricos e seus sujeitos destinat?rios do direito civil e social de estudar e
de aprender no per?odo de 1889 a 1904 ? levou-nos a definir, como
objetivo, a reflex?o hist?rica acerca da institucionaliza??o da educa??o
escolar prim?ria mediante as compet?ncias acumulativas pelo Estado e
pelos munic?pios do Rio Grande do Norte, em correspond?ncia com os
preceitos constitucionais, republicanos, federativos, representativos e
pol?tico-pedag?gicos. Este trabalho ? orientado, metodologicamente,
pelas teoriza??es de Rousseau, Kant, Amaro Cavalcanti e Cury ?
especialmente quanto aos fundamentos pol?tico-jur?dicos, al?m das
pol?ticas p?blicas, de um Estado (com seus respectivos munic?pios)
republicano nacional, federativo, laico, de uma na??o independente.
Nesse per?odo (1889-1904), a educa??o escolar que se instituiu para a
inf?ncia mediante Constitui??es, regulamentos e leis educacionais,
baseava-se em ideias pol?ticas, jur?dicas e conceituais dos representantes
do poder executivo referentes ao regime republicano, federativo,
representativo e liberal. De alguma forma, essas ideias fundamentavam-se nas teoriza??es de Jean-Jacques Rousseau, Immanuel Kant e Amaro
Cavalcanti quanto ao Estado republicano, federativo, representativo,
coparticipativo, regido por leis p?blicas e formado por cidad?os com
direitos e deveres, part?cipes de uma coletividade nacional. / In Brazil, the federative and representative republic, politically and
legally established in the Constitution of the United States of Brazil (1891),
left to Brazilian states and municipalities the power to regulate and
promote free public elementary school education for boys and girls,
subject recipients of civil and social right to study and to learn. The master's
dissertation work, in the rigor of historical and documentary research
(Constitution of the United States of Brazil [1891], Constitutions of the State
of Rio Grande do Norte [1891, 1892, 1898], national and State educational
legislation, reports of the Board of Public Instruction and Government
messages), in accordance with the theme of public and free elementary
school education and public policies of federative State and, to the object
of study ? free public elementary school education and federative regime
in Brazil and Rio Grande do Norte, in its historical events and its target
subjects of the civil and social right to study and to learn in the period from
1889 to 1904 ? led us to define, as an objective, the historical reflection
about the institutionalization of elementary school education through
cumulative competences by the State and municipalities of Rio Grande do
Norte, in accordance with the constitutional precepts, republican,
federative, representative and political-pedagogical. This work is
methodologically oriented by theorizing of Rousseau, Kant, Amaro
Cavalcanti and Cury ? especially as regards the legal and political
foundations, in addition to the public policy of a National Republican State
(with their respective municipalities), federal, secular, of an independent
nation. In this period (1889-1904), the school education that was instituted
for the infancy through constitutions, regulations and educational laws, was
based on political, juridical and conceptual ideas of the representatives of
the Executive power for the Republican regime, federative, representative
and liberal regime. Somehow, these ideas were based on theorizing of
Jean-Jacques Rousseau, Immanuel Kant and Amaro Cavalcanti on the
Republican State, federative, representative, in a copartnership State ruled by public laws and formed by citizens with rights and duties that are part of
a national collectivity.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24265 |
| Date | 31 July 2017 |
| Creators | Segundo, Israel Maria dos Santos |
| Contributors | 05748895404, Barbosa J?nior, Walter Pinheiro, 56728069453, Soares J?nior, Azemar dos Santos, 04832989480, Pinheiro, Antonio Carlos Ferreira, 21699658404, Costa, Maria Antonia Teixeira da, 27177530444, Ara?jo, Marta Maria de |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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