Educação indígena no Império: a Colônia Orfanológica Agrícola e Industrial Isabel e o projeto pedagógico dos capuchinhos (1874- 1889). 2013

Abstract

The main objective of the dissertation is to analyze how education is seen by the historiography, indigenism and indigenist politics. We emphasize that historiography little discusses the educational theme and its role as an instrument of “civilization” focused on indigenous communities. When analyzing the works of IHGB intellectuals, we found no intellectual who directly defended the importance of education in that process. However, reading between the lines of their speeches we realize that the educational proposals were inserted in the ideas of catechesis, work and even in the idea of ​​bleaching / miscegenation. In order to give scope to our arguments, we verify the operationalization of this re-socializing enterprise at Colônia Isabel, created in 1874, in the city of Recife, Pernambuco. We also emphasize that the educational issue is directly linked to the indigenous policy in order to make the project of inclusion of indigenous populations within the nation's body feasible imperial. Finally, we emphasize the importance of the miscegenation process for the insertion of and we emphasize that this mixture was encouraged in the educational institutions themselves. We realized that ethnic differences were instruments of social exclusion and, therefore, the miscegenation, whether racial or cultural, was crucial to the “civilizing” enterprise encouraged by the national state. In Colônia Isabel, this ethnic issue was so important that when students were enrolled in the institution they did not have their “quality”, or better, registered ethnic characteristic, in order to reclassify and Brazilianize them.