Abstract

MACIEL, ANTÔNIO CARLOS; BOTELHO, ARMINDA RACHEL  and  SILVA, CINTIA ADÉLIA DA. THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT. Educ. rev. [online]. 2020, vol.36, e236125.  Epub Dec 15, 2020. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698236125.

Ever since the middle of the first decade of the 2000s, the debate on integral education has been intensified, in Brazil. Those in favor of the “work as an educational principle” have pursued epistemological foundations on a Marxian conception of education; different social sectors of liberalism maintained the same, in its essence, attached to the relation between education and moral. Some individuals, though, based on ideological reasons, without clear explanations of their grounds. This paper aims at demonstrating epistemological and political foundations on the definitions of education and integral education. That was carried out by the use of Historical-Critical Analysis (SAVIANI, 2003; MACIEL e BRAGA, 2008), methodologically based on Dialectical and Historical Materialism (MARX, 1983), to investigate those concepts pathway. Because of the method, we have started from the analysis of I International texts (MARX, 1976; BAKUNIN, 2003) so that we could reach Proudhon (2007) and then set clues that point to the French Revolution (CONDORCET, 1792; LEPELLETIER, 1793), which directs to Dewey (1979) and Teixeira (1959). As a result of this adventure, the following conclusions have been set: from the French Revolution, the concepts on education are grounded on intellectual, physical and moral dimensions (except for Marx); when it comes to public education, all of them take into consideration education for work, nonetheless, liberals focus on subaltern work, whereas socialists focus on emancipation. Such difference implies antagonistic concepts on education and integral education.

Keywords : French revolution; liberal integral education; integral polytechnic education; conception; concept.

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