A constituição dos processos educacionais: história da educação em Frederico Westphalen/RS (1917 – 1950)

• Ano de defesa: 2014
• Autor(a) principal: Silva, Fabiana Regina da
• Orientador(a): Cunha, Jorge Luiz da
• Banca de defesa: Marin, Marilu Favarin , Luchese, Terciane Angela
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: História da educação; Escolas étnicas; Colonização; Etnicidade
• Palavras-chave em Inglês: History of education; School memories; Colonization; Ethnicity
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/20496

This current work is linked to the Research Line 2 - School Practices and Public Policies from the Graduating Program on Education and is linked to the Group for Researches on Education and Memory - Clio - of the Federal University of Santa Maria. It aims to understand the constitution of educational processes in the municipality of Frederico Westphalen, in the first half of the twentieth century as a chance to rethink their practices, confrontations and resistance for a History of Education. Therefore, we sought to investigate the various aspects that constitute it, having as its main source autobiographical school memories with delimited time and space conditions (1917-1950). The methodological choices are based on (self) biographical sources, bibliographical and documentary ones - working mainly with Oral History - Life Oral History mode, with semi-structured interviews as a research tool. The theoretical and methodological basis used for the data collection and analysis will have support in authors like Burke (2008), Delory-Monberger (2008, 2009), Halbwachs (2006) and Meihy, (2000, 2007). For the problem theoretical fundament: Giron & Bergamaschi (1996), Kreutz (1991,1998, 2001, 2010, 2011, 2012), Poutignat & Streiff-Fenart & Fredrik Barth (2011), Ribeiro (1994, 2001, 2007) Roche (1969), Seyferth (1981, 1999, 2000, 2003, 2010, 2010, 2011) Stephanou & Bastos (2009), Veiga (2007) and Zarth (1997). One has to infer what is relevant to contemplate within the History of Education, the investigation of educational constitutions like this one, bringing new elements once it has been settled and colonized in different conditions and contexts. In addition, it also has been settled to extend the existence of written aspects in these distant locations. It was also evidenced the effectiveness of the important task of contributing for a social and scientific sense of the production of documents from subjects that evoke memories and school experiences based on the experience of the present but which is still anchored in the past century. The school educational processes in the village of Barril, opened since the colonization and the ethnic constitution, were unique initiatives in response to the total lack of structure found by the settlers in that place, attitudes that have left important contribution for the Brazilian education, which were basic ones; constitutions caried out by power relations established and streamlined in intra-ethical and inter-ethnical groups, made bigger by the instrumental use of ethnicity in organizing Corporate Ethnic Schools, although in a context of colonization with nationalizing interference that gradually penetrated these initiatives extinguishing them compulsorily with the nationalization policy instituted in the „Estado Novo ‟ (New State, in Portuguese).