Made available in DSpace on 2016-04-27T16:32:58Z (GMT). No. of bitstreams: 1 Selma da Araujo Torres Omuro.pdf: 9649947 bytes, checksum: 08eb89148dec08344b8bd653f0faa9e0 (MD5) Previous issue date: 2015-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is about the Japanese-Brazilian community schooling in the colonial core of the city of Registro-SP, between 1913 and 1963. This educational experience has developed through an important period of Brazilian education during the implementation process of the policy of expansion, centralization and nationalization of education. It analyzes contradictory versions about the role that Japanese schools have performed in that period. The research aims to: 1) understand the organization, functioning and objectives of Japanese schools; 2) analyze the context and the impact of closing these schools to the Japanese community, 3) contribute to the discussions concerning to the cultural differences that characterize Brazilian society. It started from the hypothesis that the schooling of Japanese immigrants was a unique process that can not be reduced to stereotypical models that classified it as a center of the dissemination of Japanese imperialism in Brazil, or as a center of pure assimilation to a homogeneous national culture. It is also believed that the nationalization of education did not occur as smoothly as reported by the official versions of the process. The research drew on diverse sources: official documents of the State of São Paulo public education (Anuário de Ensino do Estado de São Paulo - Education Yearbooks of the State of São Paulo) photographs and documents from oral and written memory of the Japanese-Brazilian community of the city of Registro. The treatment of the sources relied on the theoretical and methodological framework of authors like Marson (1994), Kossoy (2001), Leite (2001), Alberti (2005), Pollak (1989), E.P. Thompson (1981) Certeau (2012). The realized studies allowed us to imply that education of the Japanese-Brazilian community in Registro was a process marked by diverse cultural influences and the existence of conflicts that were minimized by the "official history" of immigration in the studied city. It was found that Japanese-Brazilians were eventually able to integrate successfully into the national school, but managed to preserve their culture s traits in the studied location / Trata-se de pesquisa sobre a escolarização comunidade nipo-brasileira do núcleo colonial de Registro-SP, entre 1913 e 1963. Essa experiência educacional desenvolveu-se em um período importante da educação brasileira durante o processo de implantação das políticas de expansão, centralização e nacionalização do ensino. Analisa as versões contraditórias sobre o papel que as escolas japonesas desempenharam nesse período, considerando que há poucos estudos sobre o tema. A investigação tem como objetivos: 1) conhecer a organização, o funcionamento e os objetivos das escolas japonesas; 2) analisar o contexto e o impacto do fechamento dessas escolas para a comunidade nipônica, 3) contribuir para as discussões referentes às diferenças culturais que caracterizam a sociedade brasileira. Partiu-se da hipótese de que a escolarização dos imigrantes japoneses foi um processo peculiar que não pode ser reduzido a modelos estereotipados que a classificaram como pólo de difusão do imperialismo japonês no Brasil, ou como pólo de pura assimilação a uma cultura nacional homogênea. A pesquisa baseou-se em fontes diversificadas: documentos oficiais da educação pública paulista (Anuários de Ensino do Estado de São Paulo), fotografias e documentos da memória oral e escrita da comunidade nipo-brasileira de Registro. O tratamento das fontes contou com o referencial teórico e metodológico de autores como Marson (1994), Kossoy (2001), Leite (2001), Alberti (2005), Pollak (1989), E. P. Thompson (1981), Certeau (2012). Os estudos realizados permitiram concluir que e escolarização da comunidade nipo-brasileira de Registro foi um processo marcado pela diversidade de influenciais culturais e pela existência de conflitos que foram minimizados pela ―história oficial‖ da imigração no município estudado. Constatou-se que os nipo-brasileiros acabaram por se integrar de forma bem sucedida na escola nacional, mas conseguiram preservar as marcas de sua cultura na localidade estudada

The Portland Japanese School (hoshuukoo) was established as a supplementary Saturday school by a Japanese business group of Portland (Shokookai). The mission of this school is to provide Japanese education to Japanese students who eventually go back to Japan and continue to study in the Japanese school system. My previous project found that Japanese parents, who are long term U.S. residents, want to send their children to the Portland hoshuukoo for the purpose of giving a heritage Japanese education. Utilizing a case study qualitative approach, the current study administered a questionnaire to heritage Japanese students and interviewed them, their parents, the school administrator, and teachers to shed light on their perceptual differences in expectations towards hoshuukoo. The data collected through the questionnaire and interview found that while the school maintains the original mission that hoshuukoo is to provide Japanese national education to those who will go back to Japan and continue to study in the Japanese schooling, the parents of heritage Japanese students expect that their children learn the Japanese language and culture and become "Japanese-like" person who acquires "Japanese-ness" from the education and experiences at the Portland hoshuukoo. It was also found that the teachers are aware of the gaps between the heritage Japanese students' needs for Japanese as a heritage language instruction and the school's mission but they have not been able to fulfill the student needs and expectations due to the absolute mission of the school and lack of time and resources. While there is the teacher's dilemma towards education to the heritage Japanese students, Portland hoshuukoo still carries a role as a place able to provide a heritage Japanese education with some conditions: which require heritage Japanese students tremendous effort and require their parents great support for their children. Considering that the heritage Japanese students at the Portland hoshuukoo may increase in future, this study suggests that now is the time to rethink or revise the school's mission to fulfill expectations and needs of students and parents at Portland hoshuukoo.

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