<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2012000300021</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Professores de escolas étnicas no Paraná: manter a cultura ou cumprir as leis?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Renk]]></surname>
<given-names><![CDATA[Valquiria Elita]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A21">
<institution><![CDATA[,PUC  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>12</volume>
<numero>37</numero>
<fpage>1045</fpage>
<lpage>1064</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2012000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2012000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2012000300021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente artigo tem como tema o papel dos professores das escolas étnicas do Paraná. O recorte temporal situa-se desde o fim do século XIX até os anos de 1940. O objetivo geral é compreender o papel social dos professores dessas escolas, que deveriam atender as comunidades étnicas na manutenção da identidade cultural por meio da escola e ao mesmo tempo cumprir a legislação nacionalizadora. As fontes de pesquisa são os documentos escolares das ex-escolas étnicas, os relatórios de governo, a legislação escolar, as correspondências de governo e também os depoimentos de ex-alunos que frequentaram essas escolas no período estudado. A contextualização dos documentos revela diferentes olhares sobre a organização escolar e do ofício do magistério. A partir do método de RENK, V. E. Rev. Diálogo Educ., Curitiba, v. 12, n. 37, p. 1045-1064, set./dez. 2012 1046 análise histórica, as fontes serão confrontadas e possibilitarão compreender o papel dos professores ante a resistência das escolas à nacionalização. As fontes permitem fazer inferências sobre a ação do Estado fiscalizando e inspecionando as escolas para homogeneizar o ensino por meio do currículo único. Este estudo contribui para desvelar como as escolas e os professores encontravam mecanismos de burlar a legislação, manter a identidade cultural, até a nacionalização compulsória e o fechamento das escolas étnicas, em 1938.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article situates the role of teachers of ethnic schools in the maintenance process of an ethnic culture, at the same time, to obey the state laws for education in Paraná State. The period of time under analyzes goes from the end of XIX century until the 1940s. The main reason is to observe the teacher’s situation at schools that should attend the ethnic communities and at once assist the foreign community in the maintenance cultural identification and follow State Legislation. The sources of research are the school records of former ethnic schools, government reports, school laws, letters of government, associations and also the testimonials of former students who had attended those schools at the period studied. Due to pressure to nationalize the children’s foreign trough by the school, the school laws started to monitor and to inspect the schools, to homogenize the teaching through the unique curriculum, adoption of textbooks and standardization of patriotic civic activities, as well as the mandatory teaching of history, geography, moral and civic education of Brazil in the mother language. Schools and teachers found mechanisms to evade the law and maintain ethnic identity until compulsory the nationalization in 1938 until the closing of ethnic schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escolas Étnicas]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Nacionalização]]></kwd>
<kwd lng="en"><![CDATA[Ethnics Schools]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Nationalization]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Professores de escolas &eacute;tnicas no Paran&aacute;: manter a  cultura ou cumprir as leis?</h2> <h3>Teachers of ethnic  school in Parana State: to protect the culture or to respect the law?</h3>     <p>&nbsp;</p> <h4>Valquiria Elita Renk    <br> </h4> </font>      ]]></body><back>
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<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VINCENT]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Sobre a história e a teoria da forma escolar.]]></article-title>
<source><![CDATA[Educar em Revista]]></source>
<year>2001</year>
<numero>33</numero>
<issue>33</issue>
<page-range>7-47</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
