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Universidade De Lisboa Faculdade De Letras Departamento De Estudos Anglísticos O Despertar Da Consciência Cívica Feminina: Id

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Universidade De Lisboa Faculdade De Letras Departamento De Estudos Anglísticos O Despertar Da Consciência Cívica Feminina: Id View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Universidade de Lisboa: Repositório.UL UNIVERSIDADE DE LISBOA FACULDADE DE LETRAS DEPARTAMENTO DE ESTUDOS ANGLÍSTICOS O DESPERTAR DA CONSCIÊNCIA CÍVICA FEMININA: IDENTIDADE E VALORES DA PEDAGOGIA FEMININA DE FINAIS DO SÉCULO XVIII. OS CASOS DE MARY WOLLSTONECRAFT, CATHARINE MACAULAY E HANNAH MORE Ana Patrícia Antunes Fanha Rodrigues DOUTORAMENTO EM ESTUDOS DE LITERATURA E DE CULTURA 2011 UNIVERSIDADE DE LISBOA FACULDADE DE LETRAS DEPARTAMENTO DE ESTUDOS ANGLÍSTICOS O DESPERTAR DA CONSCIÊNCIA CÍVICA FEMININA: IDENTIDADE E VALORES DA PEDAGOGIA FEMININA DE FINAIS DO SÉCULO XVIII. OS CASOS DE MARY WOLLSTONECRAFT, CATHARINE MACAULAY E HANNAH MORE Ana Patrícia Antunes Fanha Rodrigues Dissertação orientada pela Prof.ª Doutora Adelaide Meira Serras DOUTORAMENTO EM ESTUDOS DE LITERATURA E DE CULTURA 2011 Para o meu pai, a estrela mais brilhante de todo o Firmamento AGRADECIMENTOS Em primeiro lugar à minha mãe, a minha melhor amiga, pelo carinho e pelo apoio incondicional, por ter mantido o meu barco sempre na rota do sol, mesmo durante as tempestades mais negras. À minha orientadora, a Profª. Doutora Adelaide Meira Serras, que nunca deixou de acreditar em mim e que sempre incentivou com o seu sapere aude contagiante. Foi certamente um modelo de inspiração, que me despertou o interesse, ainda não esgotado, pela questão da educação feminina em Setecentos. Pela sua paciência, disponibilidade e amizade e também pelo seu auxílio precioso não só a nível académico, mas também pessoal, a minha homenagem mais sentida. Ao coordenador do Programa de Doutoramento e ao excelente conjunto de professores que semana após semana partilhavam a sua sabedoria e conhecimento. Por me fazerem adoptar um espírito mais crítico e gerarem em mim o “bichinho” de saber mais, o meu muito obrigada. À minha família e aos meus amigos que directa ou indirectamente, deram o seu contributo para este trabalho. Aos meus gatinhos Júpiter e Ísis, pela companhia preciosa nas noites solitárias de estudo. O Despertar Da Consciência Cívica Feminina: Identidade e Valores da Pedagogia feminina de finais do Século XVIIII. Os casos de Mary Wollstonecraft, Catharine Macaulay e Hannah More RESUMO O final do século XVIII pautou-se por um intenso debate sobre a educação feminina, questão que constituiu um primeiro passo no desafio à “Lei do Costume”, a qual perpetuava a inferioridade das mulheres em relação aos homens. Assim, a defesa do direito à educação enquadra-se num plano mais amplo de reivindicações, o da defesa da igualdade intelectual, servindo de esteio a posteriores movimentos de índole política. De facto, o Feminismo em Inglaterra está intimamente ligado à questão da educação feminina, como o percurso literário de várias escritoras atesta. Seguindo uma já longa tradição literária, encontramos em Setecentos uma vasta ensaística apologética acerca do estatuto e da participação da mulher na sociedade. Até aí, as mulheres eram consideradas as guardiãs da moral e dos bons costumes, desempenhando um papel fulcral na manutenção da estabilidade doméstica e social. No caso do século XVIII, algumas pensadoras passam a almejar objectivos mais vastos e de maior relevância para o colectivo, uma vez que acreditavam que os defeitos tradicionalmente atribuídos às mulheres não eram um produto biológico, isto é, não eram inerentes à sua condição feminina, mas antes um produto social, fruto da sua educação e do seu lugar no seio da sociedade. Educar constituía, assim, a ponte entre a formação ética do indivíduo, incluindo a mulher, e a acção cívica, de contributo social, apontando, potencialmente, para a participação feminina na esfera pública. O estudo que propomos visa uma análise de propostas de modelos de educação feminina no final do século, nomeadamente de Mary Wollstonecraft, Catharine Macaulay e Hannah More. Trata-se de um momento em que vêm a prelo numerosas publicações, com a Revolução Francesa de 1789 a funcionar como o despertar de consciências e a ruptura com as normas estipuladas tendo um quinhão muito importante no desenvolvimento das mentalidades relativamente às necessidades educacionais femininas. Apesar de estes esforços terem ficado em boa medida comprometidos na época vitoriana, altura em que se verifica um refrear das contestações femininas e um retorno ao papel tradicional da mulher, os esforços envidados em final de Setecentos iriam revelar-se importantes para uma nova mudança de mentalidades. Os passos das pioneiras setecentistas, ainda que tímidos e insuficientes, apontam já para uma igualdade a nível político, social e económico, a ser concretizada apenas mais de um século depois, com a participação feminina no espaço público, partilhando a toma de decisões quanto aos destinos da nação, ou seja, exercendo uma cidadania plena, fruto de uma longa luta com as autoridades investidas de poder. Palavras-chave: educação feminina, Século XVIII, Mary Wollstonecraft, Catharine Macaulay, Hannah More. The Awakening of the Female Civic Conscience: Identity and Values of the Female Pedagogy at the end of the XVIII Century. The cases of Mary Wollstonecraft, Catharine Macaulay and Hannah More ABSTRACT The end of the Eighteenth Century was a moment of intense debate in what concerns female education. The “Custom Law” was then seriously put in question, since it had perpetuated the inferiority of women, and had confined them to the private, domestic sphere. Thus, the defence of the right to education must be understood in a broader context, i.e. the defence of the intellectual equality of genders, later leading to political movements, such as Feminism. In fact, The English Feminism is closely linked to the issue of female education, as the literary course of several writers proves. Following a long literary tradition, we find in the eighteenth-century a great apologetic rhetoric concerning women‟s role and participation in society. Until then, women were considered the moral arbiters and keepers of good costumes, thus playing a vital role in ensuring the domestic and social stability. However, at the end of the century some women wished for higher goals in life, and with more relevance, to the society. Therefore, it was a period marked by deep changes and convulsions in what concerns social mentalities especially, the way women were regarded and the role they played within society. Thus, education represented the bridge between the individual‟s ethical formation, including women‟s and the civic action, of social contribution, implicitly suggesting the female participation in the public sphere. The current study aims at analysing three proposals of female educational models at the end of the century, more precisely Mary Wollstonecraft‟,s Catharine Macaulay‟s and Hannah More‟s projects on the matter. Numerous treaties came out, having the French Revolution as their reference, on account of its implications on the collective social conscience and the breaking of past rules, thus meeting the female educational needs. Although such efforts became compromised during the Victorian age, in time they would reveal themselves as extremely important to the building of a new mentality and a new vision of the world. The first steps of the Eighteenth-Century pioneers, albeit timid and insufficient, show the promise of equality at a political, social and economic level to be fulfilled over a century later when women were able to participate in the public space, sharing the process of decision making regarding the fate of the nation, that is, having a status of full citizenship, as a result of a long struggle with the empowered entities and authorities. Keywords: female education, Eighteenth Century, Mary Wollstonecraft, Catharine Macaulay, Hannah More. ÍNDICE INTRODUÇÃO .......................................................................................................................... 10 1 O CONTRIBUTO DE MARY WOLLSTONECRAFT ...................................................... 40 1.1 A AUTORA E O SEU TEMPO .................................................................................. 41 1.2 THOUGHTS ON THE EDUCATION OF DAUGHTERS ........................................... 46 1.3 RECEPÇÃO DA OBRA ............................................................................................. 66 1.4 GÉNIO OU PÁRIA SOCIAL? ................................................................................... 71 2 O CONTRIBUTO DE CATHARINE MACAULAY ......................................................... 76 2.1 A AUTORA E O SEU TEMPO .................................................................................. 77 2.2 LETTERS ON EDUCATION ....................................................................................... 80 2.3 A EDUCAÇÃO EM ETAPAS .................................................................................... 86 2.4 RECEPÇÃO DA OBRA ........................................................................................... 100 3 O CONTRIBUTO DE HANNAH MORE ........................................................................ 105 3.1 A AUTORA E O SEU TEMPO ................................................................................ 106 3.2 STRICTURES ON THE MODERN SYSTEM OF FEMALE EDUCATION .............. 110 3.3 RECEPÇÃO DA OBRA ........................................................................................... 139 CONCLUSÃO .......................................................................................................................... 144 BIBLIOGRAFIA
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