| dc.description.abstract | 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). | |
