Políticas públicas para educação da população indígena e instrução pública no Espírito Santo no século XIX: interrogando silenciamentos historiográficos

Abstract

This historical research investigates public policies aimed at public education in the Province of Espírito Santo, focusing on the schooling processes that occurred in the villages that originated from the Jesuit villages and in the settlements that existed between 1845 and 1889. In this context, the predominance of a non-white population, composed of indigenous people, mixed-race people and caboclos, was observed. For the historiographical operation, the contributions of microhistory were used, adopting the perspective of microanalysis conducted by the game of scales (Levi, 1992; Revel, 2010), exploring the understandings about the object investigated from the interaction between the micro and macro dimensions. Based on the evidentiary method (Ginzburg, 1989), traces of the presence and absence of indigenous students in schools located in villages that, until the second half of the 18th century, were Jesuit villages were tracked. The villages created in the Province of Espírito Santo after 1845, when the Regulation on the Missions of Catechesis and Civilization of the Indians was enacted (Decree 426 of July 24, 1845), were also the subject of this study. The documentary sources used include reports by the presidents and vice-presidents of the Province (between 1842 and 1885), accounts produced by foreign and national travelers who visited Espírito Santo in the 19th century, as well as periodicals available in the Digital Newspaper Library of the National Library. Through these sources, we sought to understand the policies and guidelines implemented between 1845 and 1889, aimed at meeting the demands of public education in Brazil and Espírito Santo, and to analyze how these policies and guidelines contemplated or did not contemplate the indigenous populations