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Authors
Advisor(s)
Abstract(s)
O presente ensaio considera o Boletim da Direção Geral do Ensino Primário, Escola
Portuguesa, como um importante meio de comunicação da política educativa do Estado Novo
junto do professorado primário, com objetivos de orientação e inculcação ideológica. Uma
análise do lugar ocupado pela História de Portugal nas páginas da Escola Portuguesa é
esboçada para o período compreendido entre 1934 e 1946. Os acontecimentos e as figuras
da História portuguesa que são usados como elementos estruturantes do discurso políticoideológico
do Salazarismo são identificados. Estas práticas discursivas têm como principais
objetivos a legitimação do regime e a operacionalização do seu programa político junto dos
agentes educativos, alunos e comunidade local.
Abstract: This essay considers the Bulletin of the General Directorate of Primary Education, EscolaPortuguesa, as an important means of communicating Estado Novo education policy towards primary school teachers in order to purpose them orientation and ideological indoctrination. Analysis of the role of Escola Portuguesa, between 1934 e 1946, in the Portuguese History is outlined. The role of relevant events and personages of Portuguese History, used as structural elements of the regime ideology, is analyzed. The aim of this discursive practice is to legitimate the regime and to make operational his political programme within teachers, students and the local community.
Résumé: Cet article examine le Bulletin de la Direction Générale de l'Enseignement Primaire, Escola Portuguesa, en tant qu’important moyen de communication de la politique éducative de l’ Estado Novo aux professeurs primaires, pour leur orientation et endoctrinement idéologique. La place occupée par l'Histoire du Portugal dans les pages de l’ Escola Portuguesa, durant la période comprise entre 1934 et 1946, est analysée. Les événements et les figures de l'Histoire du Portugal qui sont utilisés comme éléments de structure du discours idéologico-politique de Salazar sont identifiés. Ces pratiques discursives ont pour objectifs principaux la légitimation du régime et l'opérationnalisation de son programme politique auprès des agents éducatifs, des élèves et de la communauté locale.
Abstract: This essay considers the Bulletin of the General Directorate of Primary Education, EscolaPortuguesa, as an important means of communicating Estado Novo education policy towards primary school teachers in order to purpose them orientation and ideological indoctrination. Analysis of the role of Escola Portuguesa, between 1934 e 1946, in the Portuguese History is outlined. The role of relevant events and personages of Portuguese History, used as structural elements of the regime ideology, is analyzed. The aim of this discursive practice is to legitimate the regime and to make operational his political programme within teachers, students and the local community.
Résumé: Cet article examine le Bulletin de la Direction Générale de l'Enseignement Primaire, Escola Portuguesa, en tant qu’important moyen de communication de la politique éducative de l’ Estado Novo aux professeurs primaires, pour leur orientation et endoctrinement idéologique. La place occupée par l'Histoire du Portugal dans les pages de l’ Escola Portuguesa, durant la période comprise entre 1934 et 1946, est analysée. Les événements et les figures de l'Histoire du Portugal qui sont utilisés comme éléments de structure du discours idéologico-politique de Salazar sont identifiés. Ces pratiques discursives ont pour objectifs principaux la légitimation du régime et l'opérationnalisation de son programme politique auprès des agents éducatifs, des élèves et de la communauté locale.
Description
Keywords
Nacionalismo História Professor Primário Nationalism History Primary school teacher Nationalisme Histoire Professeurs Primaires
Pedagogical Context
Citation
Pereira, M. (2013). A escola portuguesa ao serviço do estado novo: as lições de história de portugal do boletim do ensino primário oficial e o projeto ideológico do salazarismo. Da Investigação às práticas, 4(1), 63 - 85
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa