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O Património Cultural nos Manuais Escolares do Estado Novo: O discurso patrimonial como meio educacional de propagação ideológica
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Abstract(s)
Esta dissertação analisa a utilização do património cultural como instrumento de disseminação ideológica nos manuais escolares do Estado Novo. Durante o regime ditatorial em Portugal, estes materiais pedagógicos foram meticulosamente elaborados para transmitir e consolidar os valores e diretrizes do governo, assegurando que todas as crianças recebessem uma formação uniforme e controlada pelo regime.
Os livros únicos desempenharam um papel central nesse processo, sendo os únicos suportes didáticos autorizados nas escolas. Através destes livros, procurava-se influenciar a mentalidade dos jovens, incutindo-lhes uma perspetiva específica da história, da cultura e da sociedade portuguesa. O património cultural foi explorado de forma estratégica, selecionando-se monumentos, tradições e figuras históricas visando legitimar a identidade nacional e fortalecer a ideologia do regime. A narrativa patrimonial nos manuais escolares transcendia a mera transmissão de conhecimento académico, promovendo um sentimento de identidade coletiva alinhada com os interesses do Estado Novo.
Esta investigação analisa a iconografia do património cultural nos manuais escolares, com o intuito de desvendar os mecanismos de controlo e influência implementados pelo regime na educação, bem como os impactos dessa estratégia na formação das gerações que cresceram nesse período. Para tal, estudamos as ilustrações apresentadas nos livros únicos da primeira, segunda, terceira e quarta classes, estabelecendo uma categorização fundamentada teoricamente, para compreender de que forma a construção social foi moldada pelo discurso patrimonial. O estudo visa aprofundar a compreensão das técnicas de manipulação impostas pelo Estado Novo e os seus reflexos na formação da identidade nacional e social dos portugueses.
ABSTRACT: This dissertation analyzes the use of cultural heritage as an instrument for ideological dissemination in the school textbooks of the Estado Novo regime in Portugal. During the dictatorial regime, these pedagogical materials were meticulously crafted to transmit and consolidate the values and guidelines of the government, ensuring that all children receive a uniform and controlled education by the regime. The single textbooks played a central role in this process, being the only authorized educational materials in schools. Through these books, the regime sought to influence the mindset of young people, instilling in them a specific perspective on Portuguese history, culture, and society. Cultural heritage was strategically exploited by selecting monuments, traditions, and historical figures to legitimize national identity and strengthen the regime's ideology. The patrimonial narrative in school textbooks transcended mere academic knowledge transmission, promoting a sense of collective identity aligned with the interests of the Estado Novo. This investigation analyzes the iconography of cultural heritage in school textbooks, aiming to unveil the mechanisms of control and influence implemented by the regime in education, as well as the impacts of this strategy on the formation of generations who grew up during this period. To this end, we study the illustrations presented in the single textbooks for the first, second, third, and fourth grades, establishing a theoretically grounded categorization to understand how social construction was shaped. by the patrimonial discourse. The study aims to deepen the understanding of the manipulation techniques imposed by the Estado Novo and their reflections on the formation of Portuguese national and social identity.
ABSTRACT: This dissertation analyzes the use of cultural heritage as an instrument for ideological dissemination in the school textbooks of the Estado Novo regime in Portugal. During the dictatorial regime, these pedagogical materials were meticulously crafted to transmit and consolidate the values and guidelines of the government, ensuring that all children receive a uniform and controlled education by the regime. The single textbooks played a central role in this process, being the only authorized educational materials in schools. Through these books, the regime sought to influence the mindset of young people, instilling in them a specific perspective on Portuguese history, culture, and society. Cultural heritage was strategically exploited by selecting monuments, traditions, and historical figures to legitimize national identity and strengthen the regime's ideology. The patrimonial narrative in school textbooks transcended mere academic knowledge transmission, promoting a sense of collective identity aligned with the interests of the Estado Novo. This investigation analyzes the iconography of cultural heritage in school textbooks, aiming to unveil the mechanisms of control and influence implemented by the regime in education, as well as the impacts of this strategy on the formation of generations who grew up during this period. To this end, we study the illustrations presented in the single textbooks for the first, second, third, and fourth grades, establishing a theoretically grounded categorization to understand how social construction was shaped. by the patrimonial discourse. The study aims to deepen the understanding of the manipulation techniques imposed by the Estado Novo and their reflections on the formation of Portuguese national and social identity.
Description
Dissertação de Mestrado, Património, Museologia e Desenvolvimento, 08 de julho de 2025, Universidade dos Açores.
Keywords
Património Cultural Estado Novo Manuais Escolares Discurso Ideológico Iconografia
Pedagogical Context
Citation
PUGA, Cristina Maria de Magalhães Machado. (2025). "O Património Cultural nos Manuais Escolares do Estado Novo: O discurso patrimonial como meio educacional de propagação ideológica". Ponta Delgada: Universidade dos Açores, 2025, 174 p. Dissertação de Mestrado em Património, Museologia e Desenvolvimento. Disponível em http://hdl.handle.net/10400.3/8756