English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This article aims to analyze historical aspects of political, ideological and conceptual issues that were present in the discussions concerning French National Education in the late eighteenth century, emphasizing the proposals of Rapport of Condorcet in 1792, as the basis of this kind of debate during the revolutionary process in France. We focused, therefore, on analyzing the discursive privileges of these proposals and the events arising from it that resulted in even more new proposals, including those of Romme, Robespierre, Lepelletier and Lakanal. This is an approach that gives us the understanding of the modern basis of the debate on public education that was configured in the nineteenth century. This competition of ideas among French people was configured as the great theoretical legacy for modern education systems, including the Brazilian. We concluded also that the education defended in France was permeated by the ideals of reason, moral and scientism. KEYWORDSpublic instruction; history of education;

O debate francês acerca da instrução pública e seus desdobramentos no Brasil