The humanist took part in a debate in which he opted for moderation, since he did not intend to "add fuel to the flames". However, what happened was exactly the opposite: he stirred up animosity by placing himself between two opposite poles, namely, orthodoxy in one corner, and Luther and Lutherans in the other corner. Peculiar situation! Erasmus was, at the same time, in favor and against orthodoxy and the dissidents.
Traditional metaphysics, according to Henri Bergson (1859-1941), frequently, immobilizes the real on the basis of a static conception of being. Against the traces left by Kantianism, and strangely opposed to tradition, Bergson intends to recreate metaphysics as the immediate experience of a moving absolute, duration. At the outset we encounter a problem: in his works, the conception of a single duration has an apparent ambiguity, after all, his philosophy is known for dealing with themes such as multiplicity, differences of nature, continuity, movement, all pointing to a peculiar notion of reality as creation. The so-called "Bergsonian monism" would then contain a series of misunderstandings and inconsistencies, which the philosopher's texts would not have solved satisfactorily, and the supplementary literature, in turn, seems to treat the subject insufficiently. Thus, to investigate the question of monism / pluralism in Bergsonian thought is central to the understanding of the proposal of a new metaphysics. From the exegesis of passages from the work of 1907, 'The Creative Evolution', we will discuss the understanding of duration as a totality, asking how far this idea would or would not refer to a monistic view of the real. After all, a reading of 'Duration and simultaneity' (1922) made evident to us the defense of an absolute duration, and, as we have seen in 'Matter and memory' (1897), for Bergson, even the matter is duration. But until then the monist thesis is not verified, since the duration carries several streams and the essay of 1922 is in charge to clarify this multiplicity.
This research aims to present two legislations created in 1920 in Minas Gerais. The first one is about the law 800 from 27th November 1920 which reorganizes the primary school in the State and it also contains others rules. The second one regulates the law 800 that was endorsed in 1924. The alleged is that the legislation expressed a historical time, that is to say, more than intentions of ruling elites, it is an expression of an era, with their problems, as well as ordering the treatment of values issues. The hypothesis that we seek to demonstrate is that such laws are indicative of a historical time in the phase of educational enthusiasm, on characterization of Jorge Nagle (2001), but even preceding the establishment of the social right to education, that is a historical watershed of the modernity of brazilian and worldwide educational. The missing dimension for to enter into the new time is precisely the permanence of a generic conception of citizenship unveiled at an ordination that weakens the role public school. It occurs either through the obligation of the public offer of educational shared with the society, either through the requirement of civic consciousness of the people preceding the public offer, in a clear scapegoating this school expansion limits. The work procedure is done by legal sources exegesis and regulatory standards, including in the school minutes, as well as the legislative debates. ; El documento presenta investigaciones sobre dos legislaciones que surgieron en la década de 1920 en el estado de Minas Gerais. El primero se refiere a la ley 800 de 27 de septiembre de 1920 (reorganiza la educación primaria del Estado y contiene otras disposiciones); el segundo, produce la regulación de la ley 800, aprobada en 1924. Se supone que la legislación expresa un tiempo histórico, vale la pena decir, más que intenciones de las élites gobernantes, es una expresión de un tiempo, con sus problemas, así como valores que ordenan el tratamiento de las cuestiones. La hipótesis que buscamos demostrar es que tales legislaciones son indicadores de un tiempo histórico ya en la fase de "entusiasmo educativo", en la caracterización de Jorge Nagle (2001), pero aún precediendo a la constitución del derecho social a la educación, un marco de Modernidad educativa brasileña y global. La dimensión que falta para entrar en el nuevo tiempo es precisamente la permanencia de una concepción genérica de la ciudadanía revelada en una ordenación escolar que debilita el protagonismo público registrados. Esto ocurre ya sea a través de la concepción de la obligación de la oferta educativa dividida con la sociedad, ya sea a través de la exigencia de "conciencia cívica" de las personas que preceden a la oferta, en una clara culpabilidad de esta que limita la expansión escolar. El procedimiento de trabajo se realiza mediante la exégesis de fuentes legales normativas y reglamentarias, incluso en estas actas escolares, así como por los debates legislativos registrados. ; O trabalho apresenta pesquisa sobre duas legislações surgidas nos anos de 1920 no Estado de Minas Gerais. A primeira refere-se à lei 800, de 27 de setembro de 1920 (reorganiza o ensino primário do Estado e contém outras disposições); a segunda, produz a regulamentação da lei 800, aprovada em 1924. O suposto é de que a legislação expressa um tempo histórico, vale dizer, mais do que intenções de elites governantes, ela é expressão de uma época, com seus problemas, bem como de valores que ordenam o tratamento das questões. A hipótese que procuramos demonstrar é de que tais legislações são indicadoras de um tempo histórico já na fase do 'entusiasmo educacional', na caracterização de Jorge Nagle (2001), porém ainda precedendo a constituição do direito social à educação, marco da modernidade educacional brasileira e mundial. A dimensão faltante para o ingresso no novo tempo é precisamente a permanência de uma concepção genérica de cidadania revelada numa ordenação escolar que fragiliza o protagonismo público. Isso ocorre seja através de concepção de obrigação da oferta educacional dividida com a sociedade, seja através da exigência de 'consciência cívica' do povo antecedendo a oferta, numa clara culpabilização deste que limita a expansão escolar. O procedimento do trabalho faz-se pela exegese das fontes legais normativas e regulatórias, incluindo nestas as Atas escolares, bem como pelos debates legislativos registrados.
