(P053)

Education in Latin America under ethnographic and ethnohistorical perspectives: past and future of schooling and child care (CLOSED - 7)

Location 201 A
Date and Start Time 16 May, 2014 at 08:30

Convenors

Ademir Valdir Dos Santos (Federal University of Santa Catarina) email
Aricle Vechia (Tuiuti University of Paraná ) email
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Short Abstract

People built multicultural scenarios that determining the school organization. Panel discusses under ethnographic and ethnohistorical perspectives, schooling and child care. It is based on the premise that issues of ethnicity and class are crucial to the understanding of being child.

Long Abstract

Latin America has as one of its essential characteristics the ethno-cultural diversity. The social meaning of children and childhoods and their participation in society have been determined by the contexts of colonialism and globalization, but also of independent movements and revolutions. Different people of Indigenous, African and European origin built a multicultural scenario that continues strongly determining the forms of school organization. This panel is based on rigorous research and discusses under ethnographic and ethnohistorical perspectives, the institutionalization of schooling and child care. From the methodological point of view, are combined discourses of various voices and facets in a debate that questions the past and the possibilities of the future in this region. Similarities and differences are analyzed, based on the premise that issues of ethnicity and class are crucial to the understanding of being child and of the childhoods.

Agreed participants:

Ademir Valdir dos SANTOS - Federal University of Santa Catarina - ademir.santos@ufsc.br

Ariclê VECHIA - Tuiuti University of Paraná - arikele@hotmail.com

Ester BUFFA - Nove de Julho University/ Federal University of São Carlos - ester@ufscar.br

Rosa Lydia Teixeira Corrêa - Pontifícia Universidade Católica do Paraná - rosa_lydia@uol.com.br

Terezinha Oliveira - Universidade Estadual de Maringá - teleoliv@gmail.com

Alicia Civera Cerecedo - El Colegio Mexiquense - acivera@cmq.edu.mx

Chair: Ademir Valdir dos Santos

This panel is closed to new paper proposals.

Papers

Childhood care and education in southern Brazil (1897-1930): the ethnic German schools

Author: Ademir Valdir Dos Santos (Federal University of Santa Catarina)  email

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.

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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German descendants children in southern Brazil, 1930-1945: a threat to the Brazilian nationality

Author: Aricle Vechia (Tuiuti University of Paraná )  email

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.

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.

Constitution of cultural diversity in Brazil: Italian immigrants, culture and schooling

Author: Rosa Lydia Teixeira Corrêa (Pontificia Universidade Católica do Paraná)  email

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.

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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Culture and work in the nineteenth century: European immigration in Brazil

Author: Terezinha Oliveira (State University of Maringa)  email

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.

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.

Children of the revolution: power relationships in rural school teacher's training in México, 1922-1945

Author: Alicia Civera (Cinvestav)  email

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.

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.

This panel is closed to new paper proposals.