"O sangue da mocidade está correndo": a classe política e seus filhos enfrentam os militares em 1968

Abstract

ResumoNo Brasil, o ano de 1968 é lembrado pelos confrontos violentos entre o movimento estudantil e o regime militar. o artigo sustenta que não é possível entender a crise de 1968 sem levar em conta um grupo ignorado pela maioria dos estudos -os políticos civis que eram ligados aos estudantes por laços de classe social e sangue. Cada vez mais decepcionados após 4 anos de regime militar autoritário que havia tirado várias das suas prerrogativas, muitos políticos se enfureceram ao ver a repressão violenta de manifestantes estudantis, juntaram-se a passeatas e defenderam os estudantes em ações e palavras. esse apoio a estudantes esquerdistas, que culminou nos discursos de Márcio Moreira Alves atacando as Forças Armadas, criaram divergências irreconciliáveis entre polí-ticos e militares, levando à decretação do Ato Institucional n o 5, em dezembro. Palavras-chave: movimento estudantil; políticos; Universidade de Brasília. Abstract 1968 in Brazil has long been remembered for the violent showdown between the student movement and military regime. This article argues that we cannot understand the crisis of 1968 without taking into account a group that most studies have ignored -the civilian politicians who were bound to university students by ties of social class and blood. As they grew increasingly frustrated after four years of authoritarian military rule that had taken away many of their prerogatives, many politicians were infuriated as the regime violently repressed protesting students, and they joined marches and defended the students with their actions and words. This support for leftist students, culminating in Márcio Moreira Alves's speeches attacking the military, created irreconcilable differences between politicians and the military, leading in December to the decree of Institutional Act no. 5

Reflexões metodológicas sobre a historiografia do movimento estudantil

“…Inclusive, o autor destacou a tendência esquerdista dos jovens e sua preferência pelos autores marxistas (CRUZ, 2016). Os colombianos que foram para Cuba treinar táticas de guerrilha têm o acordo de Acevedo (2012, p. 384 FREIRE, 2008;MORAES, 1989;PITTS, 2014;REIS FILHO, 1998).…”

“…Nos anos de 1950, a expansão urbana elevou a demografia das cidades, reduziu postos de trabalho e exigiu investimentos na Educação (MARINI,1970), mas foi na década de 1960, auge da Guerra Fria e avanço do imperialismo na América Latina, que a politização de estudantes na Colômbia (ACEVEDO, 2012(ACEVEDO, , 2015CRUZ, 2016;HERNÁNDEZ, 2007;SOSA, 2018), no México (ALLIER, 2009;DELGADO, 2013;DONOSO, 2017;FUENTES, 2008;JIMÉNEZ, 2011) e no Brasil (BRAGHINI; CAMESKI, 2015;MORAES FREIRE, 1989;PITTS, 2014) incorporou a militância na perspectiva das lutas de classe para reivindicar a democratização do ensino superior, autonomia e mais recursos financeiros estatais na Educação (MARINI, 1970).…”

Methodological reflections on the historiography of the student movement

“…Donoso (2017) gathered documents from primary sources: speeches, manifestos, printed material and flyers, in addition to eleven semi-structured interviews with historians, among them Acevedo (2011 and 2012) and Allier (2009). Pitts (2014) remembers that the protests were directed toward academic demands: more openings at universities and a more democratic management, but the struggle was radicalized on March 28 th , when the high school student Edson Luís de Lima Souto was killed during the protests of the "Calabouço" (MORAES FREIRE, 2008;MORAES, 1989;PITTS, 2014;REIS FILHO, 1998). From that vanguard, emerged the revolutionaries for direct confrontation with the dictatorship (MORAES, 1989).…”

“…In the 1950s, urban expansion increased the demographics of cities, decreased the number of jobs and required investments in Education (MARINI,1970), but it was in the 1960s, in the height of the Cold War and of the advance of imperialism in Latin America, that the politicization of students in Colombia (ACEVEDO, 2012(ACEVEDO, , 2015CRUZ, 2016;HERNÁNDEZ, 2007;SOSA, 2018), Mexico (ALLIER, 2009;DELGADO, 2013;DONOSO, 2017;FUENTES, 2008;JIMÉNEZ, 2011) and Brazil (BRAGHINI;CAMESKI, 2015;MORAES FREIRE, 1989;PITTS, 2014) incorporated militance in the perspective of class struggles to demand the democratization of Higher Education, autonomy and more public funding for Education (MARINI, 1970).…”

“…The studies consider economic data (MARINI, 1970), social context (DONOSO, 2017;MORAES, 1989), cultural aspects (FUENTES, 2008) and political context (PITTS, 2014) to discuss the causes and consequences of Latin American student movements in the heart of the revolutionary global events that began with the French student movement in May of 1968. The preliminary analysis of the upheaval in Colombia, Mexico and Brazil highlights common elements, such as the interference of agencies from the USA in local educational policies and the repression of demonstrations with extreme violence, but identifies specific characteristics in each nation's movement, related to protest methods, demands and political consequences, as well as achievements for the student body and…”