A condição social e educacional das mulheres no Brasil colonial e imperial
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Tipo
Artigo
Classficação
Nível teórico
Data
2005
Título do Períodico
Roteiro
ISSN
2177-6059
Página(s)/e-location
35-60
Idioma(s)
pt
Fonte
Fonte
Joaçaba
30
1
set.
30
1
set.
Coleções
Resumo
A história da opressão/resistência da mulher no período colonial e imperial do Brasil é o objeto deste estudo; é abordada como um fenômeno singular que tem suas raízes na universalidade da produção material da vida que fornece as condições para a violência e o poder. A divisão do trabalho familiar tem sua chave explicativa na divisão do trabalho a produzir riquezas e bens, protegidos por leis e por instrumentos potentes que mantinham a dominação. Com o desenvolvimento das forças produtivas, originou-se, também, uma nova consciência social, uma nova ideologia que propunha a liberdade de ir e vir. As mulheres resistiram à violência e à submissão por meio da palavra falada e impressa e começaram a ser ouvidas e lidas à medida que afloram as idéias de igualdade, utilizando mais a força da política do que a das armas, mais a fala do que a agulha. A educação escolar colaborou com as forças sociais que propuseram mudanças familiares e sociais.
The history of women's oppression/resistance in Brazil's colonial and imperial period is the object of this study; it is approached as a singular phenomenon that has its roots in the universality of the material production of life that provides the conditions for violence and power. The division of family labor has its explanatory key in the division of labor to produce wealth and goods, protected by laws and powerful instruments that maintained domination. With the development of the productive forces, a new social conscience also originated, a new ideology that proposed the freedom to come and go. Women resisted violence and submission through the spoken and printed word and began to be heard and read as ideas of equality emerged, using the force of politics more than that of weapons, more speech than the needle. . School education collaborated with the social forces that proposed family and social changes.
The history of women's oppression/resistance in Brazil's colonial and imperial period is the object of this study; it is approached as a singular phenomenon that has its roots in the universality of the material production of life that provides the conditions for violence and power. The division of family labor has its explanatory key in the division of labor to produce wealth and goods, protected by laws and powerful instruments that maintained domination. With the development of the productive forces, a new social conscience also originated, a new ideology that proposed the freedom to come and go. Women resisted violence and submission through the spoken and printed word and began to be heard and read as ideas of equality emerged, using the force of politics more than that of weapons, more speech than the needle. . School education collaborated with the social forces that proposed family and social changes.
The history of women's oppression/resistance in Brazil's colonial and imperial period is the object of this study; it is approached as a singular phenomenon that has its roots in the universality of the material production of life that provides the conditions for violence and power. The division of family labor has its explanatory key in the division of labor to produce wealth and goods, protected by laws and powerful instruments that maintained domination. With the development of the productive forces, a new social conscience also originated, a new ideology that proposed the freedom to come and go. Women resisted violence and submission through the spoken and printed word and began to be heard and read as ideas of equality emerged, using the force of politics more than that of weapons, more speech than the needle. . School education collaborated with the social forces that proposed family and social changes.
The history of women's oppression/resistance in Brazil's colonial and imperial period is the object of this study; it is approached as a singular phenomenon that has its roots in the universality of the material production of life that provides the conditions for violence and power. The division of family labor has its explanatory key in the division of labor to produce wealth and goods, protected by laws and powerful instruments that maintained domination. With the development of the productive forces, a new social conscience also originated, a new ideology that proposed the freedom to come and go. Women resisted violence and submission through the spoken and printed word and began to be heard and read as ideas of equality emerged, using the force of politics more than that of weapons, more speech than the needle. . School education collaborated with the social forces that proposed family and social changes.
The history of women's oppression/resistance in Brazil's colonial and imperial period is the object of this study; it is approached as a singular phenomenon that has its roots in the universality of the material production of life that provides the conditions for violence and power. The division of family labor has its explanatory key in the division of labor to produce wealth and goods, protected by laws and powerful instruments that maintained domination. With the development of the productive forces, a new social conscience also originated, a new ideology that proposed the freedom to come and go. Women resisted violence and submission through the spoken and printed word and began to be heard and read as ideas of equality emerged, using the force of politics more than that of weapons, more speech than the needle. . School education collaborated with the social forces that proposed family and social changes.
The history of women's oppression/resistance in Brazil's colonial and imperial period is the object of this study; it is approached as a singular phenomenon that has its roots in the universality of the material production of life that provides the conditions for violence and power. The division of family labor has its explanatory key in the division of labor to produce wealth and goods, protected by laws and powerful instruments that maintained domination. With the development of the productive forces, a new social conscience also originated, a new ideology that proposed the freedom to come and go. Women resisted violence and submission through the spoken and printed word and began to be heard and read as ideas of equality emerged, using the force of politics more than that of weapons, more speech than the needle. . School education collaborated with the social forces that proposed family and social changes.
Descrição
Palavras-chave
Educação e mulher, Mulher e história brasileira, Mulher e violência, Mulher e resistência, Education and women, Woman and Brazilian history, Woman and violence, woman and resistance, Educación y mujer, Mujer e historia brasileña, Mujer y violencia, mujer y resistencia, L'éducation et les femmes, Femme et histoire brésilienne, Femme et violence, femme et résistance
Citação
KNONKEL, Eliane Nilsen ; CARDOSO, Maria Angélica ; HOFF, Sandino. A condição social e educacional das mulheres no Brasil colonial e imperial. Roteiro, Joaçaba, v. 30, n. 1, p. 35-60, set. 2005. Disponível em: https://portalperiodicos.unoesc.edu.br/roteiro/article/view/8816. Acesso em: 2022-03-07