Imprensa operária e Educação: experiências formativas de trabalhadores na cidade do Rio de Janeiro na década de 1920

Abstract

This thesis is part of the research line Teacher Education, History, Memory, and Educational Practices within the Graduate Program in Education - Formative Processes and Social Inequalities, part of the doctoral program in education affiliated with the Faculty of Teacher Education in São Gonçalo (PPGEdu). The investigation is associated with the program's research, aligned with discussions from the Interdisciplinary Research Center on the History of Education and Childhood (NIPHEI) research group. Its aim is to analyze, through the workers' press, the formative experiences discussed and carried out by workers in industry, commerce, and services in Rio de Janeiro city during the 1920s. The research draws from the newspapers Voz do Povo, created in 1920, and A Classe Operária, published between 1925 and 1928, with interruptions in circulation. The years comprising the 1920s constituted the time frame for the investigation, without enriching milestones, in the understanding of class culture movements as educational initiatives, based on the working-class press. This in turn assumes the perspective of a privileged circuit of diversified matrices in terms of widespread social projects, shared, negotiated and constructed, capable of promoting social intervention and in the education process by workers, articulated with worker‘s associations. The year 1920 is particularly significant, marked by the circulation of Voz do Povo and and constructions with the participation of workers with different initiatives, such as the Third Workers' Congress (1920) and the Bulletin of the Third Workers' Congress (1920). The justification goes through the years of newspaper circulation, considering the effervescence of debates in education and instruction from different shades. Coexisting with discussions of principles aligned with the values and customs considered appropriate to the nation acquired at school, other concepts were debated. Proposals for education in favor of social transformation and the emancipation of the working classes, through their organization and education, among other approaches that spoke in didactic terms, but broke with a traditional perspective. Specific aspects of class culture (Batalha, 2004) are examined, identifying educational forms such as festivals, conferences, and events attended by a broad audience of workers, associated with the desire for class unity. The hypothesis that guided the Thesis is that the working classes participated in debates and different actions in the development of educational projects through the press. Thus, newspapers were identified as an educational instrument and, in conjunction, made it possible to analyze the pedagogical profile of the associations. In this sense, investigating initiatives by the workers' press makes it possible to analyze agendas constructed with and by workers for their education and their children's education. The research counts on the theoretical-methodological contribution of the following authors: Thompson (1981,1998), Certeau (2014), Ginzburg (2007), Le Goff (1996), Darnton (1996), Chartier (1990). For the dialogue with the sources and the historical context, it mainly appropriated the works of Barbosa (2007, 2010), Batalha (2000, 2004, 2009), Chalhoub (2001, 2006) Camara (2010), Maciel (2012, 2016 ) and Costa (2016, 2019).