Abstract
RESUMO O objetivo deste projeto é estabelecer um cânone dos escritos pombalinos relativos à instrução pública, de modo geral, e ao ensino de Humanidades, de modo particular, responsáveis pelo que se convencionou chamar, na historiografia educacional, de reformas pombalinas, bem como investigar o modo como tais escritos provocaram a fundação e afetaram o desenvolvimento da instrução pública no Brasil. Para tanto, apoiados no suporte teórico da história cultural e dos estudos culturais, valer-nos-emos da historiografia sobre o período, de manuscritos e demais fontes documentais, legislativas, literárias e epistolares, bem como de compêndios e periódicos publicados no período.
Highlights
Falcon (1993), in his book about what he calls The pombaline epoch, classifies the pombaline writings in seven thematic groups
Visitors mention this delay could be observed principally in the religious traces rooted in the mentality and customs of the Portuguese people and evident in their architecture and even in their clothes. Those who, conceive the Portuguese Enlightenment generally assume that the enlightenment, or illustration, is something finished, almost an essence, which has its perfect models in France and England and that as a genuinely European phenomenon could not be successful outside its center. They ignore the condition of the discursive construction of illustration and its basic assumptions by historiography, literature, philosophy, and even by official documents issued by absolutist states or by enlightened despots
As Carvalho (1978, p. 42) observed in his classic book about The Pombaline Reforms of Public Instruction, before the reform of the teaching of humanities promoted by the Charter of June 28, 1759, the cabinet of D
Summary
Falcon (1993), in his book about what he calls The pombaline epoch, classifies the pombaline writings in seven thematic groups. The common and general sense is that the Portuguese enlightenment was incomplete or imperfect Some historians consider it as being awkward, given the degree of delay of Portugal in relation to the great European nations. They ignore the condition of the discursive construction of illustration and its basic assumptions by historiography, literature, philosophy, and even by official documents issued by absolutist states or by enlightened despots One consequence of this type of perspective is that the study of Pombaline legislation, for example, can only be carried out in terms of lag or delay in relation to a certain European modernity, reducing it to a peripheral manifestation conducted in precarious conditions. In order to reinforce his centralist and antiautonomistic policies towards colonial territories, Pombal expelled the Jesuits, prevented the formation of local elites and intellectual cadres, extinguished the network of schools of the Society of Jesus, prevented the founding of universities in the colonial territory, and imposed obstacles to the creation of a periodical press or even simple print shops to edit books
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