Resumen

LUCHESE, Terciane Ângela. Celebrações do saber: exames finais nas escolas da região colonial italiana, Rio Grande do Sul, 1875 a 1930. Rev. Diálogo Educ. [online]. 2014, vol.14, n.41, pp.261-286. ISSN 1981-416X.

As a result of an institutional research project on the schooling process among Italian immigrants and their descendants, the article analyzes the final examinations as an important element to reflect on the practices of education and evaluation. On the basis of diverse documental evidences, the space of investigation covers the so-called region of Italian colonization in the state of Rio Grande do Sul that corresponds to the old colonies of Dona Isabel, Caxias do Sul and Conde d’Eu. The analysis focuses on the period from 1875 to 1930 and uses the theoretical- methodological frame of reference of Cultural History. One of the most important moments in the school calendar was the final examination at the end of the school year. It constituted the apex of the school evaluation process and was correspondingly celebrated. The final examination was surrounded by a ritual of power relations that are reflected in various records, viz. photographs, minutes and even newspapers that published the examination’s results, and a whole set of activities that permeated the examination ritual. Who were the members of the examination committee? By whom were they appointed? How did they apply the examination? What kinds of knowledge were demanded or valued? How did the teachers prepare the students for the final examination? What do they reveal about the power relations and school cultures? What moments were prepared besides award-giving sessions and solemn meals after the examination? These and other questions are at the core of this study, which is based on diverse historiographical sources such as reports, attendance records, letters, roll call booklets, minutes, newspapers and photographs. It intends to contribute to the knowledge of the history of Brazilian education, taking into account the cultural and ethnic multiplicity of the region.

Palabras clave : Evaluation Practices; Schools; Italian Immigrants.

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