Paper short abstract:

Focuses on the rise and transformations of schools in a colonial area of German immigration situated in Santa Catarina, Brazil, between 1897 and 1930. The condition of German schools based on ethnic-oriented social relations linked to German-European culture were based on ideas of Brazilianization.

Paper long abstract:

We investigate the creation of educational institutions in the movement of European migration to Brazil. The study focuses on the rise and some transformations of schools in a colonial area of German immigration situated in Santa Catarina, between 1897 and 1930. It is based on documentation: reports of the Hanseatic Colonization Company, laws and press. The results indicate that the emergence of schools is due to the both initiative of the immigrants and the colonizer. His pedagogical characterization was marked by a European curriculum and use of the German language. But gradually has been taking place another formation focused on regionalism and the compulsory use of Portuguese. The condition of German schools based on ethnic-oriented social relations linked to German-European culture were being oriented to teaching ideas based on technical rationality and governmental ideas of "Brazilianization" that generated a new identity: the German-Brazilian.

Keywords: German school, German-Brazilian school, primary education; Santa Catarina.

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Paper short abstract:

In the period between 1930 and 1945 the education of children in Brazil experienced singular moments. The Nationalization Campaign undertaken by the government put the children who were German descendants as an object of ideological indoctrination and should be internalized concepts of Brazilianity.

Paper long abstract:

In the period between 1930-1945 the education of children in Brazil experienced singular moments. On the one hand the ideas of the New School were present in educational debates. On the other hand, with a different perspective, the government placed the German children descendant in the heart of an educational political-ideological project. During this period of nationalist and even fascist characteristics the children who were German descendants were considered as a threat to Brazilian nationality. It was necessary to erase the marks of their ethnic and cultural identity cultivated in German and German- Brazilian schools that were opened up by immigrant communities. The Nationalization Campaign undertaken by the government put these children as an object of ideological indoctrination and should be internalized concepts of Brazilianity. And aiming to infuse them the notion of Brazilian homeland, Brazil government used all the resources of primary school: curriculum, textbooks, teachers and civic celebrations.

Paper short abstract:

In the late nineteenth century the Italians integrate into Brazilian society installed on coffee farms, replacing the hand of black slave labor. They create schools linked to mutual aid associations articulated to their own cultural practices and claim them to the state.

Paper long abstract:

In the late nineteenth century the Italians integrate into Brazilian society installed on coffee farms, replacing the hand of black slave labor. They create schools linked to mutual aid associations articulated to their own cultural practices and claim them to the state.

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Paper short abstract:

This exhibition analyzes the ethnic and cultural relevance of European immigration to Brazil in the second half of the nineteenth century. It had, as objectives, to replace the slave labor, to ‘civilize’ the country through European habits and to provide the ‘whitening’ of the working population.

Paper long abstract:

This exhibition analyzes the ethnic and cultural relevance of European immigration to Brazil in the second half of the nineteenth century. It had, as objectives, to replace the slave labor, to 'civilize' the country through European habits and to provide the 'whitening' of the working population. The immigrant would bring to the newly formed Brazilian nation a double change in society. On one hand, he would enable the extinction of a form of work that was associated with the past and widely condemned by European nations and, secondly, the immigration would spread in the country white men, accustomed to live together under modern laws and able to work freely. Able, therefore, to constitute a community similar to those that Brazilian intellectuals considered the model of civilization, i.e., Germany and Italy. Indeed, the arrival of immigrants produced a great revolution in the country, capable of transforming a 'behind schedule' country of slavery into a free and modern country. Exactly why, throughout the nineteenth century and particularly in its second half, funding for immigration were intensified and so were the speeches against slavery. Thus, in this exhibition we reflect on the cultural and political character of the interrelationship between immigration and abolition in the discourse of Brazilian intellectuals of the second half of the nineteenth century and how they have attributed to the immigrants a proposal for the civilization of the nation through their culture, of their education and, especially, through the color of their skin.

Paper short abstract:

I analyze the everyday life of the schools in charge of training rural teachers between 1922 and 1945 in Mexico. After living 10 years of civil war, these were very important to try to change the mentalities and bodies of peasants and Indians children to construct new citizens.

Paper long abstract:

In my paper, I analyze the everyday life of the schools in charge of training rural teachers between 1922 and 1945 in Mexico. This was a very important period in the formation of the State after living 10 years of civil war, during which peasant's participation was very important. The government opened rural schools all over the country, and these training rural teaches schools were very important to construct a special idea of Mexican citizen, using ideas from the New Schools Movement to change the mentalities and bodies of peasants and Indians children, in a different way for girls or boys. I watch all these by examining different kind of autocracy schools' documentation, oral testimonies and local publications, and use an ethno-historical methodology to observe everyday practices.

Frequently, studies stem from pedagogic theory or educative policy to explain school culture. In this paper, I will try to put it the other way around, which will allow us to observe power relationships in school, how school practices reproduce or change cultural power relationships, and the different relationships between pedagogic theory, educative policy, and school practices.

I observe the school as a space constructed by the interlinking of political and cultural relationships by authorities, teachers, students and family parents. Class, gender, ethnics and other cultural classifications, e. i. "peasants" against "urban" cross power relationships in everyday schools life and children´s education.