Caminhos da educação integral católica: do horizonte do concílio vaticano II às trilhas educacionais brasileiras

Abstract

This thesis presents an investigation on the paths of integral Catholic education from the horizon of the Second Vatican Council to the Brazilian educational trails. We consider as a predominant factor the integral Catholic education that has as a constituent base the integral development of the person, not as a concept to be carried out, but as a mandate inherent to its mission. Therefore, this work has as a guiding question: what paths of integral Catholic education were followed by the Church after the Second Vatican Council in the educational trails of Brazil? In a way, these paths lead integral Catholic education, to share in its project, to form alliances that include and value all forms of education that promote the integrality of the human being. The study is oriented at the Escola de Annales, which seeks to analyze each event taking into account the political, economic, religious, social and cultural context in which it is inserted. It is a bibliographic and documentary study in which the sources are approached from the hermeneutic methodology, in the search to understand the historical encounter between the text and the understanding subject, between the history, the context and the language intertwined in the discourse that introduce yourself. We look at Church documents and other important sources in Latin and Italian that outline the making and discussion dynamics of the Gravissimum Educationis Declaration. Referring to Latin America, we focus on the Conclusions of Medellín (1968), specifically in the document that deals with education, where we see the Brazilian trails from the liberating education. Following a dialectical path, we weave dialogues with authors who in Brazil debate the topic at hand, such as Anísio Teixeira and Paulo Freire who, through their works and life, contribute to integral education in Brazil. In the search to understand and explain the implications that integral Catholic education inscribes in the Brazilian trails, as a result of the Second Vatican Council and Medellín, we used the production of the AEC, published in the Boletim Servir, in the post-council period and after Medellín between 1970 and 1980. This allows us to bring the repercussions that were given in view of the new Catholic educational project that in that context impelled Catholic education in Brazil to review its course and adhere to new conceptions to effect the calls for a comprehensive education. It is not an exclusive alliance between confessional institutions, but an alliance between all people, institutions, families, communities that believe in and project the education of future generations. Thus, we believe we can defend the thesis that the paths taken so far foster the mentality that comprehensive Catholic education in Brazil finds its effectiveness only if it is able to open itself to a context of dialogue and collaboration with education as a whole. As a result, the research aims to collaborate so that Catholic education matures in building alliances, sharing responsibilities, collaborating in the construction of educating communities and advancing in the understanding of its clarified identity at the Second Vatican Council.