"Infâncias desvalidas" nas instituições de acolhimento e educação: um estudo comparado entre Brasil e Portugal (1850-1930)

Abstract

This research aims to investigate the circulation of discourses and practices of reception and education of Disabled Children in Brazilian and Portuguese institutions, in the period between the second half of the 19th century and the first three decades of the 20th century. This is a comparative study, which starts from a historical/historiographical and sociological balance of the theme of childhood Alves (2012), Araújo (2000), Àries (1986), Del Priore (2018), Elias (2011), Faria ( 2011), Lopes; Filho et al (2007), Martins (2014, 2016), Magalhães (2004), Rizzini (1997), Sarmento (2002, 2005, 2008), Pinto (1997), Venâncio (2010) – in connection with the reality of orphaned, abandoned and/or “without their childhood” children here and overseas, in the postabolition context in the Brazilian scenario, within pious institutions, asylums and establishments that welcomed and educated them . It adopts a historical research methodology, based on documentary sources from the second half of the 19th century to the period corresponding to the end of the First Republic in Brazil (1930), located in the Public Archive of Piauí, in the Brazilian National Library, in the National Library of Portugal, in the National Archive of Torre do Tombo and the Library of Casa Pia in Lisbon, which reveal traces of helpless childhood related to slavery and other influences of the colonizing process. Considers that the main category of this study – Childhood – is not placed outside of social, political and cultural existence in a determined time and space; and that only in contact with them will it be possible to reveal, among so many childhood situations, the marks of excluded childhood in Brazil and its possible determinations, influences and/or historical meanings, comparing them with ways of being a child in institutions with similar missions; uses primary, literary, demographic, oral and imagery sources. The research is anchored on the assumption that the variety of sociability and the social, political and economic transformations that affect each social group builds a multiple idea of childhood, a way of being or not being a child, enabling the presence or absence of rights and/or or special care, the existence or nonexistence of public assistance and education policies.