The election of a model, project or educative system by the State chilean nation emergent turns out to be a fundamental factor in the consolidation of a structure of knowledge, knowledge or sciences in a given nation. That not only conditionates the function of citizens, but establishes guidelines that can influence cultural conformation, social as well as economical. That is why it is necessary to review the different models, projects or systems that were tried to be implemented in the XIX century, and how that mobilizes the institutionality as the agents involved in the post of a knowing that consolides a epistemological vision. In this way, the work demonstrates the inexistence of an educational system, sensu stricto, by the XIX century, and the existence, rather, of a educational model based on politics projects, religious and disparate ideological that resulted in contradictory, parallels and in some cases, overlapping in the same time. This marked a strong external influence (english, catholic, french, germanic, and from USA) and were modified by the diplomatic relations and/or economic. That is why education, more in the second level, was a camp of discussion, polemic and, in some cases, of consensus, that generated diverse cores of progress that can glimpse for existence of diverse types of educational establishment, laws, study programs, types of teaching, teaching books, imported books, official subjects, types of teachers contracted, and others. In the case of Chile, this will allow us to show that there was an axis that was one of progressive transversal growth, this is the consolidation of the science, which not only permeated the teaching in religious schools, philosophy, but also the politic and State vision, at the point to convert the country in a faithful follower of positivism. Part of this trajectory can be followed by the history and philosophy of education in Chile, in which can be established how certain types of knowledge were forgotten or ignored in the face of the civilizational modernizing process.

La elección de un modelo, proyecto o sistema educativo por parte del Estado nación chileno emergente resulta ser un factor fundamental en la consolidación de una estructura de saberes, conocimientos o ciencias en una determinada nación. Aquello no sólo condiciona la función de los ciudadanos sino que establece lineamientos que pueden influir tanto en la conformación cultural, social como económica. Es por ello que es necesario revisar los distintos modelos, proyectos o sistemas que se trataron de implementar en el siglo XIX y como aquello moviliza la institucionalidad así como los agentes involucrados en post de un saber que consolide una visión epistemológica. En ese sentido, el trabajo muestra la inexistencia de un sistema educativo, sensu stricto, durante el siglo XIX, y la existencia, más bien, de modelos educativos basados en proyectos políticos, religiosos e ideológicos dispares que resultaron ser contradictorios, paralelos y que en algunos casos se solaparon en un mismo tiempo. Estas marcaron una fuerte influencia externa (inglesa, católica, francesa, alemana y de EEUU) y se fueron modificando de acuerdo a las relaciones diplomáticas y/o económicas. Es por ello que la educación, más en el nivel secundario, fue un campo de discusión, de polémica y, en algunos casos, de consenso, que generó distintos núcleos de desarrollo que se pueden vislumbrar por la existencia de distintos tipos de establecimientos educacionales, leyes, programas de estudios, tipos de enseñanza, textos de enseñanza, libros importados, asignaturas oficiales, tipos de profesores contratados, y, otros. En el caso de Chile, nos permitirá evidenciar que hubo un eje que fue de crecimiento progresivo transversal, esto es la consolidación de la ciencia, la cual no sólo permeó la enseñanza en los colegios religiosos, la filosofía, sino también la visión política y de Estado, a tal punto de convertir al país en un fiel seguidor del positivismo. Parte de esa trayectoria se puede seguir por medio de la historia y filosofía de la educación en Chile, en la cual se puede establecer como cierto tipos de saberes y conocimientos fueron olvidados u obviados ante el proceso modernizador civilizatorio.

This study aims to present the periodical A Violeta (1916-1950), elected as object and source, a female magazine founded, written, sustained and financed by women from Mato Grosso, under the decolonial perspective. A Violeta is one of the features of the Gremio Litterario Julia Lopes (1916-1950), which was maintained by women from Cuiabá and circulated widely in and outside the state of Mato Grosso, due to the efforts of its editors. The editorial board, composed exclusively by women, has tried, throughout 3 decades of unstoppable activity, discuss the education and intellectual development of women; the women professionalization; the creation of schools; women voting; the urban area and reformation; besides of slowly have developed political position, even with the fraternity statute at the very beginning. As Buitoni (2009) highlights, the female presses of the beginning of the 20^th century had the purpose of questioning, challenging and claiming, guidelines from which A Violeta has accomplished to realize. From Pallares-Burke (1998) conception over the educational dimension of distinct texts and investigating the periodical as a non-formal educational device (Magaldi; Xavier, 2008), this paper estimates A Violeta as an educational device to women from Cuiabá. Mention should be made to the fact that in the selected scope, especially the Primeira República, women, mainly the poor ones, did not have access to a formal education at schools or home. In this sense, periodicals would work as an educability way. Apart from the pages of the magazine, through the initiative of its redactors and raising support from members of the fraternity, collaborators and even the government, it was founded, by the end of the 1940´s, a school for women to professionalize. There is also evidence that show projects to create a night school for men (Pinto, 2023). The theoretical framework is supported by the studies of Mignolo (2014) and Castro-Gomez (2005), in reference to decoloniality and the disrupt of stigmatized premises of Modernity; Buitoni (2009) and Pinto (2023), to the women press and the educational dimension of A Violeta, respectively. Therefore, women press is understood as resistance and subversion to the patriarchal system that prevailed establishing women spaces to occupy, perspectives and futures. Moreover, it is important to highlight that A Violeta is a periodical located outside the cultural and economic axe, which makes it possible to infer that its own existence and its popularization might be seen under a decolonial perspective. As this is historic-documental research, the methodology elected lies under Burke (2011), in reference to the Cultural History and the cross-checking of different sources; Ginzburg (2007), as to the constitution of the history though clues; and Chartier (2002), which comprehends the logical of representations. Lastly, this paper aims to integrate the researches that prioritize the History of Education, the History of Women press and, wider, the History of Women in Brazil.

Este estudo tem por objetivo apresentar a revista A Violeta (1916-1950), eleita como objeto e fonte, um periódico feminino fundado, redigido, mantido e financiado por mulheres matogrossenses, sob a perspectiva decolonial. A Violeta foi um produto do Gremio literário Julia Lopes (1916-1950), composto por mulheres cuiabanas, que circulou amplamente dentro do estado e ainda em outros locais, muito pelos esforços empreendidos por suas redatoras. O corpo editorial, formado exclusivamente por mulheres, buscou, ao longo de mais de 3 décadas de atuação ininterrupta, debater a educação e o desenvolvimento intelectual da mulher; a profissionalização feminina; a criação de escolas; o voto feminino; o espaço urbano e as reformas; além de paulatinamente ter desenvolvido um posicionamento político, ainda que o estatuto do grêmio não o desejasse, a priori. Como bem salienta Buitoni (2009), a imprensa feminina do início do século XX se encerra nos propósitos de indagar, contestar e reivindicar, diretrizes as quais A Violeta se propôs a cumprir. A partir da concepção de Pallares-Burke (1998) sobre a dimensão educativa do impresso, e observando o periódico como um dispositivo de educação não-formal (Magaldi; Xavier, 2008), estima-se A Violeta como um objeto educacional para as mulheres cuiabanas. Não custa salientar que no período recortado, especialmente a Primeira República, as mulheres, sobretudo as de camadas mais baixas, não tinham acesso à educação formal nos espaços escolares ou no espaço doméstico. Neste sentido, os periódicos operavam como uma forma de educabilidade. Para além de suas páginas, por iniciativa de suas redatoras e angariando fundos de sócios, colaboradores, e do próprio governo do estado, é fundada no final da década de 1940 uma escola para mulheres, que tinha por objetivo oferecer uma formação profissional. Há ainda pistas que evidenciam projetos de criação de uma escola noturna para atender o sexo masculino (Pinto, 2023). Tomando como aporte teórico os estudos de Mignolo (2014) e Castro-Gomez (2005), no que cerne a decolonialidade e o rompimento com as premissas estigmatizadas pela Modernidade; Buitoni (2009) e Pinto (2023), em referência à imprensa feminina e a dimensão educativa de A Violeta, respectivamente, entende-se a imprensa feminina como uma forma de resistência e de subversão ao sistema patriarcal que fundou regras e impôs às mulheres espaços, perspectivas e futuros. Outrossim, cabe ressaltar que se trata de um periódico localizado fora do eixo cultural e econômico da Primeira República, sobretudo, o que nos permite inferir que a própria existência da revista e sua subsequente popularização podem ser observadas sob a perspectiva decolonial. Por se tratar de uma pesquisa histórico-documental, como metodologia eleita, destacam-se as percepções de Burke (2011), no que tange a história cultural e a óptica do cruzamento de fontes; Ginzburg (2007), na constituição do fio da história, e Chartier (2002), na lógica das representações. Por fim, espera-se que este estudo integre as pesquisas que compreendem a História da Educação, a História da Imprensa feminina e, de modo mais alargado, a História das Mulheres no Brasil.

Alberto Pollera represents a unique figure in the panorama of liberal and fascist Italy. He moved to Eritrea in 1894 as a military and colonial official and acquired a great hunger as an anthropologist and expert on Africa, despite not being an academic. His work is part of that field of research which is called "colonial ethnography", which focuses on the study of customs and customs, by leaving, however, intact the Western and colonialist prejudice, as pointed out by Barbara Sòrgoni (2002). His figure is also linked to the struggles that moved the laws against cross-breeding, which prohibited mixed marriages (Barrera, G., 2002). Pollera was romantically linked to an Eritrean woman, whom he married at death’s point and with whom he had four children whom he recognized. This work aims to analyze the theme of diversity within a text for children, Storie leggende e favole del paese dei Negus, which Pollera wrote in 1936 and which is illustrated with images in Ethiopian style, at the same time of the war in Ethiopia, and which had the goal of making them know «the very special way of thinking and living of that people» (Pollera, 1936). The research, through the comparative study of the Ethiopian imagination in contemporary children’s literature, will try to analyze the aspects of continuity and break (what) characterize the thought of Pollera. In fact, in the same period, colonial literature focused more on the civilization brought by the Italian government than the adventurous aspects (Colin, 2012). Texts like Racconti dell’Africa Orientale (Panagia Gavinelli, 1937) and I racconti del salvadanaro (Ambrosi and Giusti, 1937). This literary genre, which didn’t get much success, described the local populations only as a function of the colonizers. The book of Pollera is therefore a very particular and unusual text and offers a new perspective on children’s literature and fascist education.