Resumo

BOCOEN, Rodrigo. Ethnic schools: possibilities of study by different pedagogical trends. Rev. Elet. Educ. [online]. 2017, vol.11, n.2, pp.594-603. ISSN 1982-7199.  https://doi.org/10.14244/198271991658.

In the present text, we reach to elaborate reflections about the ethnic schools of the polish immigrants in Paraná (Brazil), by means of the use of authors from different education theories, being selected the authors Saviani (2011) and Arroyo (2012). The ethnic schools constituted a phenomenon existent in Brazil since the mid-nineteenth century to the end of the 1930s, being possible observe it too among other ethnicities. In Paraná, there were about 167 polish ethnic schools in the 1930s. Among the main features of this type of school are the teaching ministered in the group’s mother language, as well as the teaching of the culture and history of the home country. Most of those schools were created and sustained by the community, and even when there were Brazilian public schools in the region, the polish colonists gave preference to their own schools, due to the maintenance of their cultural features. To help in the making of this research, were used the contributions from authors who studied specifically the issue of ethnic schools, as Buchmann (1995), Kreutz (2000), Renk (2009) and Wachowicz (2002). Through this text, we could found out a lot of issues where is possible to establish relations between the pedagogical theories and the ethnic schools. Saviani (2011) makes relations between education and work, understanding the school education as the result of a long historical process and as an element able to foment transformations in social relations. Arroyo (2012), working social movements, watches a diversity of pedagogies made by means of antagonistic relations of domination and resistance, being these pedagogies tools of positive affirmation of minority groups.

Palavras-chave : History of education; Polish immigration; Immigration and education..

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