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National and transnational circulation of pedadogical models and public instruction reforms: Maranhão, Rio de Janeiro and France in the 1850s

Grant number: 20/11928-8
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): March 01, 2021
Effective date (End): February 29, 2024
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal researcher:Carlota Josefina Malta Cardozo dos Reis Boto
Grantee:Alexandre Ribeiro e Silva
Home Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
Associated research grant:18/26699-4 - Knowledge and practices in frontiers: toward a transnational History of Education (1810-...), AP.TEM


The subject of this research project is the national and transnational circulation of pedagogical models through public instruction reforms in the 19th century. We focus specially on the case of three legislations produced in different spaces during the first half of the 1850s: the Regulation of February 2th, 1855, promulgated in the Province of Maranhão; the Decree 1331-A, of February 17th, 1854, better known as Couto Ferraz Reform in the city of Rio de Janeiro - County of Court and center of imperial government -; and the Falloux Law, decreed in the March 15th, 1850, to reorganizing of French public instruction. The problematic of this project consists in to comprehend the process of appropriation between these three laws by dealing with the contents prescribed to primary school and the model of teachers training. The intention is to avoid the way this theme has been studied by a historiography concentrated in the notions of copy or transplant. Therefore, the research will focus on the differences between the legislations and understand them as appropriations made at national and transnational level that indicate singularities rather than deviations of a originality. So, this reflection will be based, beyond a simple procedure of comparison, on the concept of networks and on the reflections about space and scale brought into light by the perspective of the Transnational History.