A Institucionalização do Lyceo Maranhense à luz da legislação no período de 1838-1870

Abstract

This study addresses the process of institutionalizing secondary education in the Province of Maranhão, focusing on the creation of the Lyceo Maranhense and highlighting the relationships between socioeconomic, political, and educational contexts. This research is part of the Graduate Program in Education at UFMA and is embedded in the research line History, Educational Policies, Work, and Human Formation. It relates to studies developed by the Center for Study and Documentation in History and Reading Practices in Maranhão (NEDHEL), integrating the ongoing research "The Lyceo as a school institution for the formation of intellectual and cultural thought in Maranhão during the imperial period (1838-1899)." The general objective is to understand the extent to which legislation contributed to the institutionalization of the Lyceo Maranhense from 1838 to 1870. The methodology is based on Cultural History, supported by bibliographic and documentary research, using laws, regulations, and provincial presidents' reports as sources. Throughout the research, it became clear that secondary public education in the Province of Maranhão was shaped by a legislative framework. Educational reforms and the creation of the Lyceo Maranhense illustrate the interaction between governmental power and the intellectual elite and their influence in the educational field. The analysis was crucial for understanding the institutionalization of this institution. Educational legislation was used as a legal instrument to regulate and control education, reflecting local social, economic, and political demands. Thus, it is concluded that creating a legal administrative framework involving the development of laws, decrees, and regulations was necessary to standardize public instruction in the country and provinces. The institutionalization of the Lyceo Maranhense was a milestone for secondary education in the Province of Maranhão in the nineteenth century, although it primarily favored the Maranhão elite. The lessons learned throughout the 19th and 20th centuries remain relevant for contemporary discussions on education in Brazil. Keywords: