O processo escolar no município de Tunápolis, SC, 1954-1974 : escola pública com características de escola comunitária?

Abstract

This study, inserted in the Historical Research and Philosophy of the Education Line, had as subject matter the historical study and the development of the educational process in German descendants established in Tunas Village, after turned into Tunápolis, in the western part of Santa Catarina, in the beginning of the 50s. We are talking about German migrants that came from Rio Grande do Sul and areas close to Tunápolis. These people settled in that place supported by Sociedade União Popular or Volksverein, led by Jesuit priests. This paper searches to analyze the relations and contributions of the government, the church and the community in creating the school system in this rural area. Through the Cultural History, the methodology was focused in documental sources, annual reports, reports of visits from the educational inspectors, photos and the diary of a priest, and in the oral sources, gotten with twelve interviews, done with ex teachers and ex students, residents and community leaders, who participated in the school year from 1954 to 1974, when, essentially, the elementary school worked in Tunápolis. The article is organized in three chapters. The first is dedicated to analyze the immigration and migratory process in Brazil, the community installation and organization in Tunápolis and the beginning of its educational process. When treating the subject related to the school, in an ethnical community, it was impossible not to discuss about the Lei da Nacionalização do Ensino. In the second chapter, the development of the educational process in Tunápolis was researched, investigating the social, political and economical relations, and the agents (government, church, community leaders, teachers and students) that took part in the educational questions in the community and its close relation with the ethnical-community educational model. In the third chapter the discussion about the cultures and educational and social practices, the projects and speeches defended before its peculiarities and intentions of the context and the historical moment. The results show that the dialogue between the agents involved was essential to propel the work of the school in Tunas. The social practices developed by the community in benefit to the school, the collective efforts and the festivities helped in the development of the ethnical belonging to the German migration, and a strong community feeling of identification with the local and among its residents. The Escola Municipal Vila Tunas was accepted by the city hall, however the signs showed many similarities to the ethnical-community school, very valued by the German immigrants, because they cultivate the traditions, the ideas, the habits, the values of their people, were developed there.