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"Perfecting the race": Education and...

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"Perfecting the race": Education and social discipline in Brazil's Vargas era, 1930--1945.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"Perfecting the race": Education and social discipline in Brazil's Vargas era, 1930--1945./
Author:	Davila, Walter Jerome Jose.
Description:	330 p.
Notes:	Adviser: Thomas E. Skidmore.
Contained By:	Dissertation Abstracts International59-04A.
Subject:	Education, History of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9830428
ISBN:	9780591833324

"Perfecting the race": Education and social discipline in Brazil's Vargas era, 1930--1945.
Davila, Walter Jerome Jose.

"Perfecting the race": Education and social discipline in Brazil's Vargas era, 1930--1945. - 330 p.

Adviser: Thomas E. Skidmore.

Thesis (Ph.D.)--Brown University, 1998.

"Education is the means of public salvation," declared Brazil's president Getulio Vargas. Whose salvation? From what? Public education in 1930s Brazil perpetuated historic inequalities of class and race: it saved the rich from the poor, whites from blacks, and blacks from themselves. This dissertation explores the means by which public education introduced a new idea of social discipline to manage hierarchies of class and race. It also examines the paradox of public enthusiasm for schools that reinforced social division.

ISBN: 9780591833324Subjects--Topical Terms:

599244
Education, History of.

"Perfecting the race": Education and social discipline in Brazil's Vargas era, 1930--1945.
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035 $a (UMI)AAI9830428
035 $a AAI9830428
040 $a UMI $c UMI
100 1 $a Davila, Walter Jerome Jose. $3 1030005
245 1 0 $a "Perfecting the race": Education and social discipline in Brazil's Vargas era, 1930--1945.
300 $a 330 p.
500 $a Adviser: Thomas E. Skidmore.
500 $a Source: Dissertation Abstracts International, Volume: 59-04, Section: A, page: 1304.
502 $a Thesis (Ph.D.)--Brown University, 1998.
520 $a "Education is the means of public salvation," declared Brazil's president Getulio Vargas. Whose salvation? From what? Public education in 1930s Brazil perpetuated historic inequalities of class and race: it saved the rich from the poor, whites from blacks, and blacks from themselves. This dissertation explores the means by which public education introduced a new idea of social discipline to manage hierarchies of class and race. It also examines the paradox of public enthusiasm for schools that reinforced social division.
520 $a The project is based upon field research on the public schools of Rio de Janeiro. It features case studies of the city's teachers college, the city's elementary schools, and the Colegio Pedro II, the federal model high school. This research shows that the educational system of the city worked like a pyramid scheme that drew students into the schools with vague promises of social mobility. While educators charted paths through the completion of secondary education, very few students made it past the third grade.
520 $a Brazil's leaders were educated in private schools. Public education was for the mostly non-white poor, who were taught to think of themselves as a "Raca Brasileira," or "Brazilian Race." The "Raca" was a construction of national ethnicity based on eugenics. Believing that hereditary traits were acquired, educators thought they could "racially improve" Brazil's poor through behavior modification.
520 $a Schools built the "Raca" by forming new habits: a nationalist music program designed by Heitor Villa-Lobos struggled to substitute African musical traditions with choral hyms. Student health monitors inspected teeth and nails. Nutritionists and hygienists hoped health lessons would be carried home by students, and spread through their neighborhoods.
520 $a Public education perpetuated divisions based on class and race. Schools curtailed social mobility while assailing non-European cultures and practices, a process carried out behind a veneer of scientific objectivity. The "Raca Brasileira" idea resembles Mexico's "Raza Cosmica" and other constructions of national ethnicity that postcolonial societies have used to manage cultural and racial difference. Despite its sustained economic growth, Brazil remains one of the most unequal societies in the world. Public education shares the blame.
590 $a School code: 0024.
650 4 $a Education, History of. $3 599244
650 4 $a History, Latin American. $3 1017580
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710 2 $a Brown University. $3 766761
773 0 $t Dissertation Abstracts International $g 59-04A.
790 $a 0024
790 1 0 $a Skidmore, Thomas E., $e advisor
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9830428