Educação para a conformação: os pressupostos cristãos e os fundamentos da pedagogia social

Abstract

The general objective of the work entitled Education for conformation: Christian presuppositions and the foundation of social pedagogy is to understand the relationship between the secular role played by the Catholic Church and its process of de-Christianization in the social and educational fields in relation to the theoretical structuring of Pedagogy and the aspect known as social pedagogy. To this end, we have the following specific objectives: a) to identify the secular role of the Church in the Middle Ages when in its process of unification and strengthening, starting from the differentiation between social education and instruction; b) to characterize the gradual path of questioning and replacing the social function of the Church in the school space in the relationship of class struggle; c) analyze the ideological processes of social formation and conformation, through religious, liberal and claiming propositions; and d) correlate the process of secularization in the school space and the aspect of de-Christianization in the non-school environment with the scientific construction of Pedagogy, as well as the need for a social pedagogy in the 19th century. To achieve this, we followed the epistemological method of Historical-Dialectical Materialism, in which contradiction and ideology are categories of analysis that make it possible to synthesize multiple determinations. The methodology is exploratory, descriptive and bibliographical, using primary and secondary sources. This character is justified by the reordering and expansion of the time and space frame to obtain a general and approximate view of the object of study by means of a literature review and critical-reflexive analysis of the educational phenomenon in the process of understanding the factors that determine and contribute to historical, social, political, economic and educational changes. Along this path, the theoretical framework is based on classics such as Friedrich Engels and Karl Marx for historical understanding, along with other authors such as Eric Hobsbawm, Mary Fulbrook, Emma Marriott for understanding the social and German context; Maria Franco, José Carlos Libâneo, Mario Manacorda, Lorenzo Luzuriaga and Dermeval Saviani on education and pedagogy; Andrés Díaz, Lorenzo Luzuriaga and Maria Mendizábal on the path of social pedagogy, as well as other bibliographies to specify educational and pedagogical events Maria Luiza Marcílio and other authors for articulation with the child and poor childhood. The panorama of the work has as its guiding thread the formation of religious, courtly, cultured and citizen man in the context of Christian foundations in (school) education and its de-Christianization as a reflection of social, historical, political, economic and educational transformations in the dialectical relationship between theory and practice. The conclusion is that (school) education was used by the Catholic Church in the Middle Ages as a means of unifying and strengthening its power, but in the process of alliances and class struggles, religious groups linked to the Christian strand began to be questioned and replaced in the face of the need to control education, which generated both a renewed conception and secularization. Thus, in a period of emergency, these changes strengthened the creation of scientific pedagogy at first. With the need to appease social conflicts, this movement had repercussions on the birth of social pedagogy in the 19th century and its strengthening from the 20th century onwards.