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Previous issue date: 2017-07-31 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The present dissertation investigates the policy of nationalization of the education of the estadonovista period from the case of the Gin?sio Teuto-Brasileiro Farroupilha, private institution of teaching funded by german immigrants and descendants in the year of 1886. It was a laic school, that even the advent of the New State sought to preserve the language, the culture and the ?german spirit?. From the establishment of the nationalization politics of the teaching, the institutional ideias clashed with the new government and to continue functioning the school had to prove that it was nationalizing itself. In this context, the school had twice decreed its closure, but managed to survive. We seek to analyze which strategies found by the institution to survive to the estadonovista period by one side proving to the governmental organs that it was nationalizing itself, yet by other finding resistance strategies to not leave totally aside it?s german characteristics. Considering the school and the nationalization campaign as a field both educational and political, the study is inscribed in the theoretical-methodological assumptions of the Cultural History of the Political, Conceptual History of the Political and History of Education. Are emphasized the relations of power and the forms that the estadonovistas policies are received by the school community. It was given emphasis to the phenomenon of the resistance as historiographic political concept starting from the contributions of Vin?cius Liebel, Pierre Laborie, Denise Rollemberg, Jacques S?melin, Gene Sharp, Michel de Certeau, Michel Foucault e P?erre Ansart. It was privileged the analysis of two correspondences that reunite messages exchanged between, estadual and federal authorities and the school, as the internal mailing exchanged inside the school environment.As complementary sources, stood out the reports of inspection, mailing of the school council, school periodics, the memorialistic book of the school and interviews with former students. The comparative of the official correspondence with the internal documentation of the institution allowed to perceive that the institution did not accepted the governmental determinations in a passive manner, crossing this period with an ambiguous posture, sometimes adhering, other fighting the regime and sometimes resisting. Therefore, the school ?nationalized? itself, however the process also counted with resistance tactics an issue that deserves highlight and that it is little analyzed in the historiography estadonovista. We considerate the resistance to the policies of nationalization of the teaching as a micro resistance of the New Estate, because despite the effort of the school in demonstrate that it was adhering to the new regime, it contribute to that it didn't perform fully its objectives of homogenize the population. Even that discreetly, elements of the German culture continue to be preserved and many of its former students and descendants cultivated the German language until today. The analysis of the case of the Gin?sio Teuto-Brasileiro Farroupilha also allows to comprehend the process of nationalization in general form, considering that the gray area, the repression and the constant vigilance that was not a prerogative exclusive of this institution. / A presente disserta??o investiga a pol?tica de nacionaliza??o do ensino do per?odo estadonovista a partir do caso do Gin?sio Teuto-Brasileiro Farroupilha, institui??o privada de ensino fundada por imigrantes alem?es e descendentes no ano de 1886. Tratava-se de uma escola laica, que at? o advento do Estado Novo buscava preservar a l?ngua, a cultura e o ?esp?rito alem?o?. A partir do estabelecimento da pol?tica da nacionaliza??o do ensino, os ideais institucionais entraram em choque com do novo governo e para continuar em funcionamento a escola precisou provar que estava se nacionalizando. Nesse contexto, a escola teve duas vezes decretado seu fechamento, mas conseguiu sobreviver. Procuramos analisar quais as estrat?gias encontradas pela institui??o para sobreviver ao per?odo estadonovista por um lado comprovando para os ?rg?os governamentais que estava se nacionalizando, mas por outro encontrando estrat?gias de resist?ncia para n?o deixar totalmente de lado suas caracter?sticas germ?nicas. Considerando a escola e a campanha de nacionaliza??o como um campo tanto educacional quanto pol?tico, o estudo inscreve-se nos pressupostos te?rico-metodol?gicos da Hist?ria Cultural do Pol?tico, Hist?ria Conceitual do Pol?tico e Hist?ria da Educa??o. S?o enfatizadas as rela??es de poder e as formas como as pol?ticas estadonovistas s?o recebidas pela comunidade escolar. Deu-se destaque ao fen?meno da resist?ncia como conceito pol?tico historiogr?fico a partir das contribui??es de Vin?cius Liebel, Pierre Laborie, Denise Rollemberg, Jacques S?melin, Gene Sharp, Michel de Certeau, Michel Foucault e Pierre Ansart. Privilegiou-se a an?lise de dois tomos de correspond?ncia que re?nem mensagens trocadas entre as autoridades estaduais, federais e o col?gio, assim como cartas internas trocadas dentro do ambiente escolar. Como fontes suplementares, destacam-se relat?rios de inspe??o, correspond?ncias do conselho escolar, peri?dicos escolares, o livro memorial?stico da escola e entrevistas realizadas com ex-estudantes. A compara??o das correspond?ncias oficiais com a documenta??o interna da institui??o permitiu perceber que a institui??o n?o aceitou as determina??es governamentais de forma passiva, atravessando esse per?odo com uma postura amb?gua, por vezes aderindo, outras enfrentando o regime e algumas vezes resistindo. Assim, a escola se ?nacionalizou?, mas o processo tamb?m contou com t?ticas de resist?ncias, quest?o que merece destaque e que ainda ? pouco analisada na historiografia estadonovista. Consideramos a resist?ncia ? pol?tica de nacionaliza??o do ensino como uma microrresist?ncia do Estado Novo, pois apesar do esfor?o da escola em demonstrar ades?o ao novo regime, ela contribuiu para que ele n?o realizasse plenamente seus objetivos de homogeneizar a popula??o. Ainda que de forma discreta, elementos da cultura germ?nica continuaram sendo preservados e muitos de seus ex-alunos e descendentes cultivam a l?ngua germ?nica at? hoje. A an?lise do caso do Gin?sio Teuto-Brasileiro Farroupilha tamb?m permite compreender o processo de nacionaliza??o de maneira geral, considerando que a zona cinzenta, a repress?o e a constante vigil?ncia n?o foi uma prerrogativa exclusiva dessa institui??o.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7624 |
| Date | 31 July 2017 |
| Creators | Figueiredo, Milene Moraes de |
| Contributors | Paredes, Mar?al de Menezes |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Hist?ria, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 1740700517806534787, 600, 600, 600, 600, -6557531471218110192, -3840921936332040591, -2555911436985713659 |
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