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After the Communist coup in February 1948, all areas of society in Czechoslovakia were indoctrinated by the ideology of Marxism–Leninism. The Christian Churches became the biggest internal enemies of the state, since, especially in Slovakia, they had a strong tradition and numerous representations. The government tracked representatives and members of the Church and controlled all their activities. The activities of religious orders were prohibited, which de facto abolished them. The only possibility of their preservation was to continue the life, education and work of individual orders in secret. Our goal was to examine how the Salesian order survived in this situation; specifically, we focused on the forms of formation and illegal study of the Salesians during the totalitarian regime. Research in these activities is rather demanding, since they could not be documented for security reasons. So-called memoir literature, the oral history method, and private archival sources were used in the research. Despite the fact that it seems that religious orders would not survive in this historical situation, the opposite was true: in the period of persecution, the orders were not only able to survive, but also raised a new generation that ensured their continuity and the continuation of their activities.

Resumo: O texto trata dos internatos salesianos do Amazonas/Brasil (1923-1965), com o objetivo de analisar as estratégias de institucionalização e de disciplinamento de crianças indígenas. A partir da dialética e da abordagem qualitativa, a pesquisa conjuga revisão de literatura e fontes documentais primárias. Os resultados identificam as estratégias do cotidiano dos internatos como a interdição das línguas nativas, a segregação sociocultural e a imposição da língua portuguesa em contexto multilíngue. As conclusões apontam para a assimetria das relações sociais, a hegemonia católica nos contextos educacionais indígenas, o ativismo tático dos internos, as visões conflitantes sobre o regime de internato, o que denota que a interpretação e a compreensão sobre a educação salesiana são controversas. Resumen: El texto trata sobre los internados salesianos en Amazonas / Brasil (1923-1965), con el objetivo de analisar las estrategias de institucionalización y disciplina de los niños indígenas. Desde la dialéctica y el enfoque cualitativo, la investigación combina la revisión de literatura y fuentes documentales primarias. Los resultados identifican las estrategias cotidianas de los internos, como la prohibición de lenguas nativas, la segregación sociocultural y la imposición de la lengua portuguesa en un contexto multilingüe. Las conclusiones apuntan a la asimetría de las relaciones sociales, la hegemonía católica en contextos educativos indígenas, el activismo táctico de los reclusos, las opiniones contradictorias sobre el régimen de internación, lo que denota que la interpretación y la comprensión de la educación salesiana son controvertidas. Abstract: The text deals with the Salesian boarding schools in Amazonas / Brazil (1923-1965), with the aim of analyzing the institutionalization and disciplining strategies of indigenous children. From the dialectic, the methodology is qualitative and combines literature review and primary documentary sources. The results identify the day-to-day strategies of boarding schools such as the prohibition of native languages, socio-cultural segregation and the imposition of the Portuguese language in a multilingual context. The conclusions point to the asymmetry of social relations, the Catholic hegemony in indigenous educational contexts, the tactical activism of the inmates, the conflicting views on the boarding system, which denotes that the interpretation and understanding of Salesian education are controversial.

The text deals with the Salesian boarding schools in Amazonas / Brazil (1923-1965), with the aim of analyzing the institutionalization and disciplining strategies of indigenous children. From the dialectic, the methodology is qualitative and combines literature review and primary documentary sources. The results identify the day-to-day strategies of boarding schools such as the prohibition of native languages, socio-cultural segregation and the imposition of the Portuguese language in a multilingual context. The conclusions point to the asymmetry of social relations, the Catholic hegemony in indigenous educational contexts, the tactical activism of the inmates, the conflicting views on the boarding system, which denotes that the interpretation and understanding of Salesian education are controversial. El texto trata sobre los internados salesianos en Amazonas / Brasil (1923-1965), con el objetivo de analisar las estrategias de institucionalización y disciplina de los niños indígenas. Desde la dialéctica y el enfoque cualitativo, la investigación combina la revisión de literatura y fuentes documentales primarias. Los resultados identifican las estrategias cotidianas de los internos, como la prohibición de lenguas nativas, la segregación sociocultural y la imposición de la lengua portuguesa en un contexto multilingüe. Las conclusiones apuntan a la asimetría de las relaciones sociales, la hegemonía católica en contextos educativos indígenas, el activismo táctico de los reclusos, las opiniones contradictorias sobre el régimen de internación, lo que denota que la interpretación y la comprensión de la educación salesiana son controvertidas. O texto trata dos internatos salesianos do Amazonas/Brasil (1923-1965), com o objetivo de analisar as estratégias de institucionalização e de disciplinamento de crianças indígenas. A partir da dialética e da abordagem qualitativa, a pesquisa conjuga revisão de literatura e fontes documentais primárias. Os resultados identificam as estratégias do cotidiano dos internatos como a interdição das línguas nativas, a segregação sociocultural e a imposição da língua portuguesa em contexto multilíngue. As conclusões apontam para a assimetria das relações sociais, a hegemonia católica nos contextos educacionais indígenas, o ativismo tático dos internos, as visões conflitantes sobre o regime de internato, o que denota que a interpretação e a compreensão sobre a educação salesiana são controversas.