Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-18T11:44:39Z No. of bitstreams: 1 468735 - Texto Completo.pdf: 2083563 bytes, checksum: 13cf58321b6c39d4d865cec596c229e3 (MD5) / Made available in DSpace on 2015-05-18T11:44:39Z (GMT). No. of bitstreams: 1 468735 - Texto Completo.pdf: 2083563 bytes, checksum: 13cf58321b6c39d4d865cec596c229e3 (MD5) Previous issue date: 2015-02-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aims to investigate what the role of formal education for the Africans and African descendants in the post-abolition period, in Florian?polis, Santa Catarina, between 1888 and 1930. This dissertation intents to understand how the education process took place for those groups and what the impacts and consequences of educational public policies to the people mentioned above in the post-abolition. The methodology is based on the research of public records of the Santa Catarina State and seeks information about the student groups and other places for initial education. The sources were the ?Province President's Reports?, letters and repots of the ?Diretoria de Instru??o P?blica?, newspaper of the period, and other documents. Bourdieu (1989; 2003) is the reference for the study in field of the social and educational relationships; the race relations in the post-abolition period is based in the authors Mattos (2004), Cardoso (2004), Lucindo (2009) e D'?vila (2006). This dissertation attempts to contribute for the educational field development with respect to the education for etnicorracial relationships in Brazil. From some interpretation of the Education History of popular groups and their relationships and strategies of education in history period ? a subject whose research is scarce - giving visibility to the Afro-descendants in the post-abolition. / A pesquisa tem como proposta investigar qual era o lugar da educa??o escolar para os africanos e afrodescendentes no p?s-aboli??o, na cidade de Florian?polis, Santa Catarina, compreendido entre 1888 e 1930. Pretendeu-se, atrav?s dessa investiga??o, perceber como foram os processos de escolariza??o para os referidos grupos, quais os impactos e desdobramentos das pol?ticas p?blicas educacionais destinadas ?s popula??es acima citadas no p?s-aboli??o. A metodologia baseia-se na pesquisa dos registros nos arquivos p?blicos de Santa Catarina, buscando informa??es sobre escolariza??o inicial, seja em grupos escolares ou em outros espa?os de instru??o inicial. As fontes de pesquisa s?o os Relat?rios de Presidentes de Prov?ncia, os Of?cios, Correspond?ncias e Relat?rios da Diretoria de Instru??o P?blica e jornais do per?odo. O referencial para estudo das rela??es no campo social e educacional ? Bourdieu (1989, 2003); das rela??es raciais no p?s-aboli??o tem como base autores Mattos (2004), Cardoso (2004), Lucindo (2009) e D'?vila (2006). Esta produ??o busca contribuir para o desenvolvimento do campo educacional no que concerne a Educa??o para as Rela??es ?tnicorraciais do Brasil, a partir de uma leitura da Hist?ria da Educa??o dos grupos populares e de suas rela??es e estrat?gias de escolariza??o em um per?odo hist?rico que h? poucas pesquisas acerca do tema, propondo dar visibilidade as popula??es de origem africana no p?saboli??o.