In Qing Dynasty, all kinds of primary schools were widely established throughout the country. There are often relevant rules in primary schools, which contain various contents such as the cultivation of cultural knowledge, the training of etiquette habits, and the cultivation of moral qualities. Many scholars often study the daily teaching and management of primary schools by means of school rules, but the value of school rules itself is seldom studied, so it needs urgent attention.

Based on the primary school education since the Qing Dynasty and the contents of the primary school regulations, this paper studies the primary school regulations by comparing and analyzing the primary school regulations texts. First of all, the paper summarizes the characteristics of three different styles of school rules in primary schools, namely "rule style", "advice style" and "fusion style", and the different characteristics of school rules arranged by local officials, elders in the family and people of vision. Secondly, in view of the content of school rules, the author makes a horizontal comparison and summarizes three types of emphasis on the content of school rules: "school purpose", "teacher teaching method" and "self-cultivation and encouragement". At the same time, from the vertical development of primary school rules, we can see the commonness and characteristics of primary school rules in Qing Dynasty and those before. Thirdly, it clarifies the function and purpose of school rules, and finally summarizes the educational characteristics of school rules in primary schools.

After combing and analyzing the school rules of primary schools in Qing Dynasty, the conclusion is finally drawn. First, the primary school rules of Qing Dynasty have rich educational value; Second, the popularization of primary school rules in this period is very wide, showing a wide influence, school rules have a tendency of socialization; Third, the education of the state, society and family is integrated in the school rules, and the school rules have the function of promoting the socialization of students.

Considering that the curricular choices are presented in line with the unique and Caucasian history, not considering the diversity of bodies present in school spaces as well as the culture formed under the shoulders of the black people enslaved in Brazil. This article seeks to highlight how structural racism prevents the implementation of Education for Ethnic-Racial Relations in the teaching-learning process of children in the early years of basic education. Therefore, we established a relationship between structural racism and the teaching-learning process in the initial years, substantiated by interviews carried out with six teachers from state schools in the São Paulo state public network who teach with students in the initial years, from these we constructed meanings to improve the understanding of how structural racism acts as an impediment to the carrying out of intentionally organized pedagogical activities. The present study supports the theoretical and methodological assumptions of qualitative research which, through content analysis, analyzed the responses of the participating subjects. In this sense, the interviews and their respective analyzes allowed us to conclude that there are different places of origin for the manifestation of racial hierarchy and inequality. We also found that resistance to the implementation of the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture is found not only in the behavior of students and families, but also in the attitude of teachers, who transfer responsibility to educational institutions or the curriculum.

Considerando que as escolhas curriculares se apresentam em consonância com a história singular e caucasiana, não contemplando a diversidade dos corpos presentes nos espaços escolares bem como da cultura formada sob os ombros do povo negro escravizado no Brasil. Este artigo busca evidenciar como o racismo estrutural impede a implementação da Educação para as Relações Étnico-Raciais no processo de ensino aprendizagem de crianças em fase dos anos iniciais da educação básica. Assim sendo, estabelecemos uma relação entre o racismo estrutural e o processo de ensino aprendizagem dos anos iniciais, consubstanciada por entrevistas feitas com seis docentes de escolas estaduais da rede pública estadual paulista que lecionam com discentes dos anos iniciais, a partir destas construímos significados para aprimorar a compreensão de como o racismo estrutural atua em seu caráter impeditivo para a realização de atividades pedagógicas intencionalmente organizadas. O presente estudo dialoga pelos pressupostos teórico metodológicos da pesquisa qualitativa que, por meio de análise de conteúdo, analisou as respostas dos sujeitos participantes. Nesse sentido, as entrevistas e suas respectivas análises nos permitiram concluir que há diversos lugares de origem da manifestação da hierarquização e da desigualdade racial. Averiguamos, ainda, que a resistência à efetivação das Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana se encontra não somente no comportamento dos discentes e das famílias, mas também na postura de docentes, que transferem a responsabilidade para as instituições de ensino ou para o currículo.

This work focus on the post-colonial period in the first half of the 20th century, in which dense relations were kept between Portugal and Brazil, coming from the past and always renewed. The objective is to show how the migration process from Portugal to Brazil and back continued, as well as the ties with the homeland and its impact on education and assistance in Portugal and Brazil. As sources we used the municipal archive of Murça, in particular the minutes of the City Council, photographs and oral testimonies from fellow countrymen and family members, visits to the building, online search for honorary orders, legislation and literature review. The independence process did not prevent the continuation of commercial and cultural relations with Portugal. Mainly, Portuguese emigration to Brazil seems to have increased significantly at the end of the 19th century, representing a serious demographic decline in Portugal. Emigration required the emigrant's preparation: having primary education, commercial or other trade experience, which were considered useful qualifications in the new job market. They left very young, and those lucky enough were able to become rich in the businesses they dedicated themselves to: from wholesale or retail trade to textile production. Family connections were maintained: they organized the families to go to Brazil, from where they later returned to Portugal, permanently or intermittently. This new bourgeoisie demonstrated social awareness and sought recognition, compatible with the wealth it exhibited. At the same time, the Portuguese State appealed to philanthropy through donations to education and childcare, granting titles of nobility during the time of the monarchy, and granting medals of merit from national honorary Orders in the republic. Donations to education resulted in the construction of school buildings, school canteens, various special education institutions, as well as broader social and cultural works. French influence in terms of hygienic and eugenic concerns included the role of food in the learning of school-age children. In 1909, the first school canteens were created, promoted by public campaigns such as those by Jornal O Século and the Lisbon City Council. The Dictatorship, in the 1930s, required large donations to create canteens and the bureaucratic process was so lengthy that it could take close to 10 years to complete. We present as an example the case of Américo Constantino Breia. Born in Murça, in the Portuguese Northeast, on 11/15/1893 and emigrated to Brazil, at the age of 11, where he became a textile industrialist in Rio de Janeiro. He died in Brazil on 11/28/1957 and his body was transferred to the Murça cemetery. He was a patron in Murça in several areas, namely in the creation of the school Cantina. In Brazil, he donated works of art to museums in Rio de Janeiro and São Paulo. Américo Breia's legacy stood out as a significant example of the impact on improving teaching conditions in the rural populations from which they came and establishing strong links with Brazil, as their adopted homeland.

O foco deste trabalho situa-se no período pós-colonial na primeira metade do século XX, em que se continuaram relações densas entre Portugal e o Brasil, vindas do passado e sempre renovadas. O objetivo é mostrar como se manteve o processo migratório de Portugal para o Brasil e de retorno, da permanência dos laços com a terra natal e o seu impacto na educação e assistência em Portugal, e no Brasil. Como fontes utilizámos o arquivo municipal de Murça, em particular as atas da Câmara Municipal, fotografias e depoimentos orais de conterrâneos e familiares, visitas ao edifício, pesquisa online de ordens honoríficas, legislação e revisão da literatura. O processo de independência não impediu a continuação das relações comerciais e culturais com Portugal. Sobretudo a emigração portuguesa para o Brasil parece ter aumentado significativamente no final do século XIX, representando um grave esvaziar demográfico de Portugal. A emigração exigia a preparação do emigrante: ter a instrução primária, experiência comercial ou de outro ofício, que constituíssem qualificações úteis no novo mercado de trabalho. Partiam muito jovens, e aqueles a quem a sorte sorriu puderam enriquecer nos negócios a que se dedicaram: do comércio de grosso ou de retalho até à produção têxtil. As ligações familiares foram mantidas: organizaram a ida das famílias para o Brasil, de onde retornaram mais tarde a Portugal, de forma definitiva ou intermitente. Esta nova burguesia manifestava sensibilidade social e ambicionava um reconhecimento, compatível com a riqueza que ostentava. Simultaneamente, o Estado português apelava à filantropia através de donativos à educação e assistência infantil, atribuindo títulos de nobreza, no tempo da monarquia, pela concessão de medalhas de mérito das Ordens honoríficas nacionais, na república. Os donativos à educação traduziram-se na construção de edifícios escolares, de cantinas escolares, instituições de educação especiais diversas, além de obras sociais e culturais mais amplas. A influência francesa ao nível das preocupações higiénicas e eugénicas incluiu o papel da alimentação na aprendizagem das crianças em idade escolar. Em 1909 são criadas as primeiras cantinas escolares, promovidas por campanhas públicas como as do Jornal O Século e pela Câmara de Lisboa. A Ditadura, nos anos 30 exigia para a criação de cantinas donativos avultados e, o processo burocrático era tão moroso, que poderia demorar perto de 10 anos a concluir-se. Apresentamos como exemplo o caso de Américo Constantino Breia. Nascido em Murça, no Nordeste português, em 15 /11/1893 e emigrou para o Brasil, aos 11 anos, onde se tornou industrial do ramo têxtil no Rio de Janeiro. Faleceu no Brasil, em 28/11/1957 e o corpo foi transladado para o cemitério de Murça. Exerceu o mecenato em Murça em diversas áreas, nomeadamente na criação da Cantina Escolar. No Brasil doou obras de arte a museus do Rio de Janeiro e São Paulo. O legado de Américo Breia destacou-se como um exemplo significativo do impacto na melhoria das condições do ensino nas populações rurais de onde eram oriundos e no estabelecimento de fortes ligações com o Brasil, como terra adotiva.

In attempt to eliminate the counter-Japanese will of young people in Chinese occupied areas, the Japanese puppet government vigorously promoted enslavement education during the War of Resistance against Japanese Aggression. Most of the existing research on Chinese anti-colonial or anti-enslavement education focused on the struggle and the practice against enslavement education in the North and Central China in wartime as well as Taiwan after the war, but less on the practice of a particular institution. Jiangsu Provincial College of Education, founded in 1928, moved from Wuxi of Jiangsu province to Guilin of Guangxi province during the War of Resistance, setting up two departments—Mass Education and Agriculture Education. Despite the grueling environment, Jiangsu Provincial College of Education still persisted in running schools to resist enslavement education, train talents for national salvation, and retain its own backbone in educational and cultural endeavors. The study analyses the anti-enslavement education practices of Jiangsu Provincial College of Education by combing newspaper, books and alumni memoirs, in order to answer two questions: Why did Jiangsu Provincial College of Education emphasize mass education to resist colonial aggression? How did the College tailor its educational content, major setup and class organization to meet the needs of the War of Resistance? This article aims to discuss the importance of strengthening education for ordinary people and carrying out school-based curriculum practice to resist colonial enslavement in light of the various practices of Jiangsu Provincial College of Education. It shows that from 1937 to 1941, Jiangsu Provincial College of Education educated the masses with the spirit of hard struggle and the belief of sticking to the resistance to the end. The college also conducted counter-Japanese propaganda and education activities for local people to arouse their fighting spirit and national consciousness. Moreover, it stressed exercitation and labor service with different majors, which efficiently assisted the resistance work at that time. The educational practices of Jiangsu Provincial College of Education embodied the determination to resist colonial aggression of the whole school and locals. The results demonstrate that the anti-enslavement education of Jiangsu Provincial College of Education is an effective practice of resisting colonial enslavement education. Its practice epitomizes the efforts of educators in China who were committed to awakening the people through education, and that its unyielding and optimistic spirit of resistance as well as locally adapted reforms of the mass education are still historically meaningful.