Surgimento, desenvolvimento e particularização da pedagogia disciplinar francesa

Abstract

If all subjects have a history, then this research is concerned with the History of Science. In this area, the problem with our historical study begins with the process of “onset, development and particularization of the disciplinary pedagogy in France.” The notions of concepts that substantiated the research, theoretically and epistemologically, were arranged into debates around history, historical sources, problem-oriented history, history of sciences, natural sciences, and human sciences. The methodological tools were guided around collective concepts and ways of thinking; scientific community and paradigm; scientific field and discipline theories. The historical sources stem from legislative measures (Laws, Decrees, Decisions, Regulations) and manuals, intersecting with old texts, such as books, journals and articles. The results of this study demonstrated that the onset, development and particularization of Pedagogy in France occurred predominantly under the guidelines of the State during a long period, between 1810 and 1911. Primary Normal Schools were the social basis of the outbreak and development of this process. At this stage, the pedagogical manuals with a heavy state control were decisive for the development of the French disciplinary pedagogy. This pedagogy has the following epistemological structure: teaching methods (individual, simultaneous, mutual, mixed), triune unity of education (physical, intellectual, moral), pedagogical principles, school administration, and psychology applied to education. The epistemological debates revealed the social, academic, epistemological and political importance of the pedagogy in French society, from the boom of Primary Normal Schools to the summit of the discipline with the arrival of the III Republic. However, the Pedagogy of the time was not able to group its content based on the scientific research it gathered through demonstrations or experiments. Thus, it was assimilated with other fields of greater academic recognition (Economy, Philosophy, Physiology, Medicine, Psychology). Therefore, it was not conceived as a new science, being submitted to the support of other sciences instead. We conclude that while this Pedagogy was also implemented in the curriculum of Normal Schools in Portugal and Brazil, its way of thinking is still French. This Pedagogy works by assimilating individual, simultaneous, mutual and mixed teaching methods; tenets of physical, intellectual and moral education; pedagogical principles; school administration and psychology of education. Similar to France, in Brazil and Portugal the Pedagogy has not yet reached the status of an independent science.