The international movement for educational reform, with antecedents that go back to the end of the nineteenth century, gained greater emphasis and consistency as of the 1920s, when a combination of investments resulted in the propagation of a more consistent ideology through international conventions, organization of associations, publication of periodicals, and trips for international interchange. In Brazil in the same period, due to the growth of republican ideology, a series of initiatives gained strength, which included studies, investigations, international interchange, and legal reform propositions that led to structuring of the educational field. A noteworthy expression of this was the creation of the Brazilian Education Association in 1924, with initial integration of liberals and Catholics in a composition that did not endure for very long. The dissensions between liberals and Catholics increased in the political and educational field through propagation of conflicting proposals: on the part of one, a discourse regarding the need to republicanize the Republic, with a critical tone prevailing and the endeavor to spread schooling of equal quality to all; and on the part of the other, a narrative that sought to restore the central role of the Church in society, with political power and exclusiveness in providing education. In this respect, the rupture with the First Republic through the Revolution of 1930 would make evident the differences between liberals and Catholics, with both groups seeking to influence established authority. In relation to the new regime, Catholics had already been able to institute religious teaching in state public schools, offered in an obligatory manner, with optional enrollment. Liberals, for their part, had expressed their agenda of reforms through publication of an important declaration in 1932. In the educational arena, both groups promoted associational initiatives, and also maintained publishing efforts, with publication of periodicals and books directed to the public in general, but also to the school public, notably that of the normal schools. In this regard, it is important to remember that freedom of education provided the tone for school institutions, with the State authority, the religious denominations, and civil society to promote school education, which extended to the Normal School, responsible for teacher training for all primary schools. In this communication, we address the almost always antagonistic narratives present in the in two manuals of the History of Education published in Brazil. The first is “Concepts of History of Education” by Afrânio Peixoto (1933), and the second “Education. History of Pedagogy. Current Problems” by Peeters and Cooman (1937). In both, there is intense presence of the theme New Education, which was linked, on the one hand, with the effort to construct a democratic republic, and on the other hand, with the attempt to maintain Catholic relevance in Brazilian society. In one point, the narrative of the manuals converges – in the objection, for different reasons, to the educational initiatives of Soviet Russia. The study leads to the conclusion of the centrality acquired by New Education in Brazilian educational debates in the first decades of the twentieth century.

O movimento internacional em torno da renovação educacional, com antecedentes que remontam ao final do Século XIX, ganhou maior densidade e consistência a partir da década de 1920, quando um conjunto de investimentos resultou na veiculação de um ideário coeso, por meio de congressos internacionais, organização de associações, publicação de periódicos e realização de viagens de intercâmbio. No Brasil na mesma época, devido ao crescimento do republicanismo, ganhou força uma série de iniciativas, o que incluiu, estudos, investigações, intercâmbios internacionais e proposições legais reformistas que levaram a estruturação do campo educacional, cuja expressão destacada seria a criação, em 1924, da Associação Brasileira de Educação (ABE), inicialmente, integrada por liberais e católicos, em uma concordata que não se estendeu por muito tempo. As dissenções entre liberais e católicos avolumaram-se no campo político e educacional, por meio da veiculação de propostas antagônicas: de um lado, um discurso sobre a necessidade de republicanizar a República, com tom crítico prevalente e busca da difusão da escolarização de igual qualidade para todos; de outro, uma narrativa que buscava restaurar o papel central da Igreja na sociedade, com poder político e exclusividade na oferta educacional ainda que para poucos. Nessa direção, a ruptura com a Primeira República, por meio da Revolução de 1930, evidenciaria as diferenças entre liberais e católicos, com ambos os grupos em busca de influenciar o poder instituído. Em relação ao novo regime, os católicos conseguiram instituir nas escolas públicas estatais o ensino religioso. Os liberais, por seu turno, tinham expressado sua agenda de reformas por meio da publicação de um importante manifesto em 1932. Na arena educacional, ambos os grupos promoveram iniciativas associativas, bem como mantiveram esforços editoriais, com publicação de periódicos e livros destinados ao público em geral, mas, também, ao público escolar, notadamente, das escolas normais. Nessa direção é importante lembrar que a liberdade de ensino dava a tônica para as instituições escolares, com o Estado, as confissões religiosas e a sociedade civil a promover o ensino escolar, o que se estendia à Escola Normal, responsável pela formação de professores, para as escolas primárias. Nesta comunicação, abordamos narrativas quase sempre antagônicas presentes em dois importantes manuais de História da Educação publicados no Brasil na década de 1930. O primeiro, Noções de História da Educação, de Afrânio Peixoto, em 1933; o segundo, Educação. História da Educação. Problemas Actuaes, das Madres Peeters e Cooman, em 1937. Em ambos, há intensa presença da temática da Educação Nova, o que se vinculava, de um lado, ao esforço de construir uma República democrática, por meio de reformas educacionais e, de outro, à busca da manutenção da relevância católica na sociedade brasileira. Em um ponto, porém, a narrativa de ambos os manuais converge – na objeção, por razões diferentes, as iniciativas educacionais da Rússia soviética. Conclui-se pela centralidade adquirida pelo movimento internacional da Educação Nova nos debates educacionais brasileiros das primeiras décadas do Século XX.

The present work is the result of ongoing research in the area of history of Brazilian education, with a qualitative approach, of the theoretical-bibliographic type. The theme of the work addresses the history of education from a gender perspective, having as its object the education and professional performance of women throughout the historicity of Brazilian education. The research emerges from the uneasiness provoked, on the one hand, regarding the historiographical narrative and history of (Brazilian) education in the hegemonic, colonized/subalternized perspective, centered in Europe, in the male, white, rational, Christian, cisheteronormative subject. In other words, it is a historiographical narrative that refers to modernity/coloniality, through political, scientific and educational discourses of subordination, that is, of differentiation, hierarchization and disqualification of certain groups. On the other hand, taking into account the feminization of teaching and the neoconservative wave that resumes the essentialization of the role of women, questioning their schooling/training and professional performance, we consider that bringing the visibility of women in this process is especially important, demonstrating the confrontations and resistances. The approaches of decolonial feminism and pedagogy allow us to demonstrate the choices of narratives present in the history of (Brazilian) education, as well as the problematization of schooling that dispenses, within the colonial project and the decoloniality of racialization and sexualization of bodies, their classification and hierarchization, the establishment of masculinity as the subject of the embodied knowledge of modernity/coloniality. In this sense, it is important for us, at the same time, to understand and overcome the basis of the pedagogical coloniality of Brazilian educational thought, to overcome the matrix of Euro-American centered thought, a hegemonic perspective that presents a narrative of modernity-colonizality. In this sense, we also seek to foster the meanings of schooling adopted in the historiography and history of (Brazilian) education, with a focus on formal education and understood as a privileged locus, in addition to allowing the visibility, confrontation and transformations caused by subalternized groups in the process of schooling and professional training. We understand that subalternized groups are permeated by the social markers of difference (class, race, ethnicity, gender, sexuality, etc.), intersected or not. The partial results allow us to verify the contribution of decolonial reflections in the constitution of educational systems, as well as the presence of the matrix of coloniality in political, scientific and pedagogical discourses. The strategy of subordination/inferiorization of certain groups, such as women, in different contexts and circumstances has always been strained by confrontations and resistances, therefore, it is impossible to think of a singular history. In addition, the teaching of the history of (Brazilian) education has contributed to the visibility and (re)recognition of women in the political, scientific and educational scenario, as well as the importance of the gender perspective and the decolonial approach in the curriculum and in the training of teachers for the permanent confrontation of stereotypes, stigmas and conservative discriminations of the past and present.

This text aims to present a study on the teaching of the pedagogical ideas’ history, in the context of the teacher training, seeking to deepen reflection on the importance and validity of the Historical-Critical Pedagogy’ study in the Education History discipline, in the undergraduate courses curricula. It is a pedagogical idea that has been under development in Brazil since the late 1980s, based on the studies of the teacher and philosopher Dermeval Saviani. For him, educational theories in Brazil can be grouped into two major categories: I) those that contribute to the understanding that there can be no social changes, as in the case of non-critical theories (Traditional Pedagogy, New School, and Technicist Pedagogy), and II) critical-reproductive theories that do not accept the existing order but also do not suggest ways to overcome what they identify as non-harmonious. Examples include Pierre Bourdieu's Theory of the Education System as Symbolic Violence, Louis Althusser's Theory of the School as an Ideological State Apparatus (ISA), and the Theory of the Dualistic School. With the intention of contributing to the understanding of reality through studies on the history of education, Saviani ended up initiating a movement of educators proposing an alternative way to conceive pedagogical ideas in Brazil, aiming to go beyond mere criticism. In other words, starting from the diagnosis that pedagogical processes have contributed to the maintenance of a class society over time, the author suggests that pedagogical practice should be grounded in critique and pedagogical action that guides and leads towards change. This educational theory became known as Historical-Critical Pedagogy (HCP). From the book “History of pedagogical ideas in Brazil”, the objective is to demonstrate that the study of the pedagogical theories, throughout Brazilian history, allows students to develop a critical and profound perception about the development of capitalist relations of production, of so that they are able to make a historical reading of education, always treated in context, making it possible to position themselves in front of it as subjects of history and their own narrative. Adopting the theoretical referential of the historical and dialectical materialism, we defend the importance of studying the pedagogical theories for the understanding the movement that led to the proposal of skills and competences of the National Common Curricular Base (BNCC) and of the BNC-Training, just like the consequences that this proposal brings to the students’ education, making the teaching-learning process precarious and making it difficult to understand the concrete reality that we experience in the wake of neoliberalism.

O presente texto tem por objetivo apresentar um estudo sobre o ensino da história das ideias pedagógicas na formação de professores, buscando aprofundar a reflexão sobre a importância e a validade do estudo da Pedagogia Histórico-Crítica na disciplina de História da Educação nos currículos dos cursos de licenciatura. Trata-se de uma ideia pedagógica que se encontra em desenvolvimento no Brasil desde o final da década de 1980, a partir dos estudos do professor e filósofo Dermeval Saviani. Para ele, as teorias educacionais no Brasil, se concentram em dois grandes grupos: I) as que contribuem para a compreensão de que não pode haver mudanças sociais, como no caso das teorias não-críticas (Pedagogia Tradicional, Escola Nova e Pedagogia Tecnicista) e II) as teorias crítico-reprodutivistas, que não admitem a ordem vigente, mas também não chegam a sugerir formas para superar o que identificam não ser harmônico. É o caso da Teoria do Sistema de Ensino como Violência Simbólica, de Pierre Bourdieu; da Teoria da Escola como Aparelho Ideológico do Estado (AIE), de Louis Althusser, e da Teoria da Escola Dualista. Na intenção de contribuir com a compreensão da realidade a partir dos estudos sobre a história da educação, Saviani acabou por iniciar um movimento de educadores que propõe uma outra forma de conceber as ideias pedagógicas no Brasil, na direção de superar apenas a crítica. Ou seja, partindo do diagnóstico de que os processos pedagógicos contribuíram para a manutenção da sociedade de classes ao longo do tempo, o autor sugere que a prática pedagógica seja ancorada na crítica e na ação pedagógica que dirige e encaminha à mudança. Esta teoria educacional ficou conhecida como Pedagogia Histórico-Crítica (PHC). Utilizando a obra “História das ideias pedagógicas no Brasil”, o objetivo aqui é demonstrar que o estudo das teorias pedagógicas, ao longo da história brasileira, permite aos estudantes uma percepção crítica e profunda sobre o desenvolvimento das relações capitalistas de produção, de modo que tenham condições de fazer uma leitura histórica da educação, sempre tratada em contexto, possibilitando se posicionar diante dela enquanto sujeitos da história e de sua própria narrativa. Adotando o materialismo histórico e dialético como referencial teórico-metodológico, defendemos a importância de estudar as teorias pedagógicas para a compreensão do movimento que levou à proposta das habilidades e competências da Base Nacional Comum Curricular (BNCC) e da BNC-Formação, bem como as consequências que essa proposta traz para a formação dos alunos, precarizando o processo de ensino-aprendizagem e dificultando o entendimento da realidade concreta que vivenciamos sob o neoliberalismo.