Education
The principle we had as masters the Jesuit priests, who with its jesutica education, followed the model of academic education of the time where education and religion walked together, wanted to catequizar and to save the indians of the ignorance with a classic education and humanist as the European, in the second half of century XVIII for reasons politicians the Jesuits had been expulsos of the country for threatening the power of the crown, to substitute them in the education of the natives the same crown as been tried to assume for the first time responsibility of the education with certain delay, the professors all of the masculine sex were paid with many delays for the State and as almost all pedagogical organization of the Jesuits he was abandoned, the country took certain time to place in practical the ideas of the marquis of Pigeon house, therefore the masters had been formed by the Jesuits and its ideas prevailed, authority of the master, memorization, classic education, only with the coming of the imperial family we had the first institutions of superior education and only for the classroom that could pay it; with the advent of the republic we have a moment that if would become crucial for the Brazilian society that lasts until today, the bifurcation of education, for the ruling classes superior and academic, it stops the people primary and professional school, the professionals also they were the adjusted ones to take care of to each requirement. With the new school it was tried democratization of education in country, with education lay public school, but the thought to form the responsible elite for the commercialization of the agrarian product of the parents, and the remain for the production of this product, with the change geographic for urban-industrial, in the education little it moved, but the necessity of if characterizing this population technical, in 1961 we have the first LDB that also it confirms these estimated, in the decade of 1990 we have the second LDB that it tries again this ideal to take care of to all the Brazilians in the question education of quality, however what we see until today for results as of the international evaluation of ensino2 it is that the debt of rescue to the right to an education that not only serves for the material reproduction and the economic development, as well as for sociocultural rise that allows the construction of a national identity for the dependent Brazilian population of the public education, not yet was reached.
Tags: education