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As reformas religiosas e o nascimento da escolarizaĆ§Ć£o ocidental
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As reformas religiosas do sĆ©culo xvi foram as parteiras da primeira modernidade. Em um momento em que, com a expansĆ£o ibĆ©rica, os continentes se globalizavam, elas provocaram guerras de religiĆ£o e uma fragmentaĆ§Ć£o profunda no espaƧo europeu. Essa confessionalizaĆ§Ć£o da sociedade fez emergir um cristianismo mais racionalizado, sendo representado por diferentes igrejas protestantes e pelo catolicismo tridentino e, particularmente, pela Companhia de Jesus. Diferenciando-se do cristianismo medieval, luteranos, calvinistas e anglicanos investiram na criaĆ§Ć£o de suas redes de instituiƧƵes educativas, provocando uma onda inĆ©dita de escolarizaĆ§Ć£o, que concorria para dar consistĆŖncia Ć s prĆ”ticas religiosas de seus fiĆ©is. A Igreja CatĆ³lica tambĆ©m se armou, criando escolas paroquiais e, sobretudo, uma rede de colĆ©gios jesuĆticos que se difundiu no espaƧo europeu catĆ³lico, no continente asiĆ”tico e no Novo Mundo. Os estabelecimentos de ensino da Companhia de Jesus foram unificados, em 1599, por meio da instituiĆ§Ć£o da Ratio studiorum ā conjunto de regras escolares jesuĆticas, que se converteu no currĆculo fundador da escolarizaĆ§Ć£o catĆ³lica na Idade Moderna. Desta forma, o presente trabalho sustenta que as reformas religiosas construĆram o nascimento da escolarizaĆ§Ć£o ocidental a partir de diferentes matrizes cristĆ£s ā protestantes e catĆ³lica. Trata-se de um deslocamento histĆ³rico ā no sentido foucaultiano ā que faz emergir a escolarizaĆ§Ć£o no mundo ocidental, marcada pela disciplina moderna, que Ć© materializada por dispositivos como o controle do tempo, o esquadrinhamento do espaƧo, a organizaĆ§Ć£o das forƧas, o clima de concorrĆŖncia e de premiaĆ§Ć£o discente e a ĆŖnfase nos castigos morais. Essa questĆ£o Ć© lida em trĆŖs obras histĆ³rico-sociolĆ³gicas recentes publicadas na Europa e na AmĆ©rica Latina, quais sejam: ProduĆ§Ć£o da escola/produĆ§Ć£o da sociedade: AnĆ”lise sĆ³cio-histĆ³rica de alguns momentos decisivos da evoluĆ§Ć£o escolar no Ocidente, do sociĆ³logo AndrĆ© Petitat; ArqueologĆa de la escuela, dos sociĆ³logos Julia Varela e Fernando Ćlvarez-UrĆa; e A invenĆ§Ć£o da sala de aula: Uma genealogia das formas de ensinar, dos historiadores InĆ©s Dussel e Marcelo Caruso. Essa reflexĆ£o historiogrĆ”fica, portanto, examina o surgimento da escolarizaĆ§Ć£o ocidental, procurando constatar elementos comuns de anĆ”lise dos trĆŖs livros, mas tambĆ©m perceber diferenƧas, especialmente aquelas vinculadas Ć s fundamentaƧƵes teĆ³ricas e aos recortes sĆ³cio-espaciais.
The religious reforms of the 16th century served as the midwives of early modernity. At a time when the Iberian expansion was globalizing the continents, these reforms sparked religious wars and deeply fragmented the European landscape. This confessionalization of society led to the emergence of a more rationalized form of Christianity, represented by various Protestant churches and Tridentine Catholicism, particularly exemplified by the Society of Jesus. Diverging from medieval Christianity, Lutherans, Calvinists, and Anglicans invested in creating their own networks of educational institutions, sparking an unprecedented wave of schooling that aimed to solidify the religious practices of their followers. In response, the Catholic Church also equipped itself, establishing parish schools and, notably, a network of Jesuit colleges that spread throughout the Catholic regions of Europe, Asia, and the New World. In 1599, the Society of Jesus unified its educational es-tablishments with the institution of the Ratio Studiorum ā a comprehensive set of Jesuit educational rules that became the foundational curriculum for Catholic schooling in the early modern period.This study argues that the religious reforms were instrumental in the birth of Western schooling, emerging from different Christian matrices ā both Protestant and Catholic. This represents a historical shift ā in the Foucauldian sense ā that led to the rise of schooling in the Western world, characterized by modern discipline, manifested through mechanisms such as time control, spatial organization, the arrangement of forces, a climate of competition and student reward, and an emphasis on moral punishments. This issue is examined through three recent historical-sociological works published in Europe and Latin America: ProduĆ§Ć£o da escola/produĆ§Ć£o da sociedade: AnĆ”lise sĆ³cio-histĆ³rica de alguns momentos decisivos da evoluĆ§Ć£o escolar no Ocidente by sociologist AndrĆ© Petitat; ArqueologĆa de la escuelaby sociologists Julia Varela and Fernando Ćlvarez-UrĆa; and A invenĆ§Ć£o da sala de aula: Uma genealogia das formas de ensinar by historians InĆ©s Dussel and Marcelo Caruso. This historio-graphical reflection examines the emergence of Western schooling, aiming to identify common analytical elements across these three books, while also noting differences, particularly those related to theoretical foundations and socio-spatial contexts.
The religious reforms of the 16th century served as the midwives of early modernity. At a time when the Iberian expansion was globalizing the continents, these reforms sparked religious wars and deeply fragmented the European landscape. This confessionalization of society led to the emergence of a more rationalized form of Christianity, represented by various Protestant churches and Tridentine Catholicism, particularly exemplified by the Society of Jesus. Diverging from medieval Christianity, Lutherans, Calvinists, and Anglicans invested in creating their own networks of educational institutions, sparking an unprecedented wave of schooling that aimed to solidify the religious practices of their followers. In response, the Catholic Church also equipped itself, establishing parish schools and, notably, a network of Jesuit colleges that spread throughout the Catholic regions of Europe, Asia, and the New World. In 1599, the Society of Jesus unified its educational es-tablishments with the institution of the Ratio Studiorum ā a comprehensive set of Jesuit educational rules that became the foundational curriculum for Catholic schooling in the early modern period.This study argues that the religious reforms were instrumental in the birth of Western schooling, emerging from different Christian matrices ā both Protestant and Catholic. This represents a historical shift ā in the Foucauldian sense ā that led to the rise of schooling in the Western world, characterized by modern discipline, manifested through mechanisms such as time control, spatial organization, the arrangement of forces, a climate of competition and student reward, and an emphasis on moral punishments. This issue is examined through three recent historical-sociological works published in Europe and Latin America: ProduĆ§Ć£o da escola/produĆ§Ć£o da sociedade: AnĆ”lise sĆ³cio-histĆ³rica de alguns momentos decisivos da evoluĆ§Ć£o escolar no Ocidente by sociologist AndrĆ© Petitat; ArqueologĆa de la escuelaby sociologists Julia Varela and Fernando Ćlvarez-UrĆa; and A invenĆ§Ć£o da sala de aula: Uma genealogia das formas de ensinar by historians InĆ©s Dussel and Marcelo Caruso. This historio-graphical reflection examines the emergence of Western schooling, aiming to identify common analytical elements across these three books, while also noting differences, particularly those related to theoretical foundations and socio-spatial contexts.
Description
Keywords
Reforma religiosa EscolarizaĆ§Ć£o JesuĆta Protestante Religious reformation Schooling Jesuit Protestant
Pedagogical Context
Citation
Dallabrida, Norberto - As reformas religiosas e o nascimento da escolarizaĆ§Ć£o ocidental. "e-LCV" [Em linha]. ISSN 2184-4097. NĀŗ 12 (jan.-junho de 2024), p. 119-136
Publisher
Centro de Estudos Globais da Universidade Aberta (CEG/UAb) | Instituto Europeu de CiĆŖncias da Cultura Padre Manuel Antunes (IECCPMA) | AssociaĆ§Ć£o Internacional de Estudos Ibero-Eslavos (CompaRes)