Os congressos educacionais palotinos como um instrumento político - pedagógico de integração (1994-2007)

• Ano de defesa: 2009
• Autor(a) principal: Orsolin, André
• Orientador(a): Padoin, Maria Medianeira
• Banca de defesa: Konrad, Diorge Alceno , Biasoli, Vitor Otávio Fernandes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria
• Programa de Pós-Graduação: Programa de Pós-Graduação em Integração Latino-Americana
• Departamento: Direito
• País: BR
• Palavras-chave em Português: Pedagogia palotina; Congressos; Integração
• Palavras-chave em Inglês: Pallottine pedagogy; Congresses; Integration
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::DIREITO
• Link de acesso: http://repositorio.ufsm.br/handle/1/9709

This research has as theme The Pallottine Educational Congresses as a Political Pedagogic an Instrument of Integration (1994 2007) , and it presents a study of the Congregation of Pallottine priests and brothers, during the Latin American Congresses of Pallottine Education conducted by the educational institutions, between 1994 and 2007. The Pallottine Pedagogy arose from the need to revive the faith and the charity, between 1795 and 1850, with Vicente Pallotti in Rome, Italy. The Pallottine priests arrived in Argentina and Brazil in 1888, brought by the Italian immigrants to provide pastoral and educational aid. Due to expansion of the Pallottine Schools, arose the need to deepen and strengthen the pallottine political pedagogic identity of these educational institutions. Therefore, in 1994, it took place the First Latin American Congress of Pallottine Education, with the objective to bring educators together from Pallottine Schools. Thus, this research sought to understand how the Pallottine Pedagogy as institutional pedagogic policy of education got organized in Argentina and Brazil, between 1994 and 2007, from the analysis of the Latin American Congresses of Pallottine Education, documents (letters) and a questionnaire applied to principals and teachers of Pallottine Schools. The study is divided into three chapters, dealing respectively with: the Pallottine Pedagogy: considerations about the principles of this pedagogy; Latin American Congresses of Pallottine Education: development of the Congresses, analysis of the letters and questionnaires; Antonio Alves Ramos Sshool and its Educational practice: pedagogic practice. It was concluded that the pallottine pedagogic educational policy got organized through the guidelines of education from their own countries, church and congregation, adapting according to the need of the school community.