“DIE KINDER SOLLEN ERZOGEN WERDEN ZU TÜCHTIGEN, PRAKTISCHEN MENSCHEN”

AS ESCOLAS COMUNITÁRIAS TEUTO-BRASILEIRAS

Abstract

This article examines pedagogical practices and materialities in the context of community schools in southern Brazil, established after German immigration in the 19th century. These schools were organized within the Brazilian educational panorama of the late 19th and early 20th centuries, a period marked by the absence of public educational policies, school infrastructure, bilingual teachers, and teaching materials. In addition to these demands, these schools acted as spaces for the integration of immigrants and their descendants into national society, fostering a sense of ethnic-identity belonging. The aim of this study is to characterize the educational project of the ethnic German schools in Santa Catarina, based on the identification of the pedagogical journal Mitteilungen, which contained pedagogical concepts and guidelines for the curriculum and teaching materials. The analysis is based on Cultural History, examining the representations of the educational project in the schools in the aforementioned