From the Mediterranean to the Americas. Italian Ethnic Schools in Rio Grande do Sul between Emigration, Colonialism and Nationalism (1875-1925)
DOI:
https://doi.org/10.25749/sis.10462Palavras-chave:
Italian migration and education in Brazil, Educational policy nineteenth and twentieth century, Italian ethnic schools in Brazil, Educational culture and Italian schools abroadResumo
Between the second half of the nineteenth century and the first decades of the twentieth century, the development of Italian educational institutions has been associated with new processes. The needs related to the formation of Nation-State, widen and intertwined with those determined by new phenomena as the colonialism and massive emigration. Millions of Italians crossed the Mediterranean to reach the coasts of the Americas: there arose new colonies of immigrants. The dynamics that involved the Italian society have requested schools to take on new and relevant functions for the basic education of citizens in the states of emigration and in those of colonization. The essay presents the case study of Italian ethnic schools abroad: it aims to examine the functions performed by institutions and school cultures—by textbooks—used to ensure the preservation and the promotion of specific educational models by ethnical and identitary characteristics in a national sense in a different context, like the Brazilian State of Rio Grande do Sul.
Downloads
Downloads
Publicado
Edição
Secção
Licença
O Copyright (c) pertence à Sisyphus – Journal of Education. No entanto, encorajamos que os artigos publicados na revista sejam publicados noutros lugares, desde que seja solicitada a autorização da Sisyphus e os autores integrem a nossa citação de fonte original e um link para o nosso site.
Política de auto-arquivo
É permitido aos autores o auto-arquivo da versão final publicada dos seus artigos em repositórios institucionais, temáticos ou páginas web pessoais e institucionais.
Subscritor DORA
O Instituto de Educação da Universidade de Lisboa, editor da Sisyphus, é um dos subscritores da Declaração de São Francisco sobre Avaliação da Investigação (DORA).