Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529714
Title: Educating for passivity : a study of Portuguese education (1926-1968)
Author: Sanches Simões, João Manuel Formosinho
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1987
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
The main purpose of this study is to analyse how the portuguese regime which ruled Portugal from 1926 to 1974 (the so called "New State") formulated and implemented its educational policy in reference to its broad aims of education of portuguese people. The main hypothesis is that the main aim of the regime, in regard to education of portuguese people, was conformity and passivity. This passivity was pursued through the setting up of mechanisms of non participation in public life and through several strategies of demobilization; both at the political level and the educational level. It will be analysed the expressive strategies of mentality inculcation through the school curriculum, the organizational strategies of compartmentalization of different social strata in different self -contained status positions through unequal access to education and access to unequal education, the administrative strategy of centralization which removes effective power from teachers and parents in school decision-making the repressive strategies. The role of the state in regard to civil society will be analysed, since, following the hypothesis, the "New State" wanted a demobilized and depoliticized civil society. The two official discourses formulated about this role (the corporative and the strong state discourses) will be compared. It will be studied how the strong state discourse prevailed in policy implementation. The implementation of the strong state discourse in education will be studied in reference to the non corporative practice, to the evolution of the portuguese youth organization ("Mocidade Portuguesa"), to the state control over private education, and to the setting up of an administrative state in education through centralization. This thesis may also contribute to a better understanding about the nature of authoritarian political regimes and about corporatist theory and practice in such regimes.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.529714  DOI: Not available
Share: