A educação pública escolar em Hipollyte Léon Denizard Rivail (1828 e 1847)

Abstract

The story of the education around the world amazes as it faces its theorists and stories which are little or no spread. Even among the researches there are issues and themes to be discussed and are allowed to deepen the search for answers. The main of this research was to comprehend the proposal of scholar public education in Hipollyte Léon Denizard Rivail (1804 – 1869), systematic in two files published respectively in the years 1828 and 1847. The first one, it’s about the Proposed Plan to Improve the Public Education; the second one, Project of Improvement of Exams and School for Girls. This Educator of the French History, didn’t have his educational legacy fairly disclosed in Brazil, where it is recognized by the legacy of Philosophy, doctrine and Spiritualist religion that he formulated after being retired from teaching and assumes the name of Alan Kardec. The production of the educational legacy of this intellectual, it is inserted in a context of wide debate around the scholar public education that was being developed since the beginning of the modernity and assuming new shapes from the Iluminism and the French Revolution reaching many European countries when it intensifies the social critics from the Old Regime. The present study adds to the effort to bring light to Rivail’s formation and professional acting, mainly in relation to his thoughts about scholar public education. The bibliographical and documental research, besides the writings by the author mentioned above, it is based in historiographic studies which help in the context comprehension in which the author was graduated and acted, as well as in some authors that Rivail searched to base his thought. From the studies realized, we can conclude that Rivail, in a context of critic to the scholar religious monopoly predominant in France of his time and informed in the modern thought, he defended the need of improvements in the scholar public education within the scope of its organization, teachers’ formation and teaching. The proposal formulated by the author, tuned with the modern educational debate, he was marked by the defense of the secular science, freedom and human autonomy. On an addictive basis, the author defended the need of access of all to attend school, as well as an education that would promote the natural development of the child, the building of meaningful knowledge, moral standards by understanding and not by imposition. In other words, a formation to autonomy in the acting, thinking, and to relate socially. It is distinguished, still, the author’s concern related to the acting of the public power in the scholar education, such as the need to promote a fair legislation to rule the scholar organization, the teachers’ formation and the teaching. Lastly, the scholar public education is seen by the author as vital to the promotion of the children and youth’s intellectual, physical and moral development bearing in mind the human progress and, consequently the French nation.