Espacio Tiempo y Educacion最新文献_第10页

The French Classes Nouvelles (1945-1952): Why is it so Difficult to Change Traditional Pedagogy? 法国新阶级（1945-1952）：为什么改变传统教育学如此困难？

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.281

A. Robert, Seguy Jean-Yves

引用次数: 2

Entre la educación estatal y la privada: el dilema ideológico del judeo-progresismo argentino (1955-1995). 在国家和私人教育之间：犹太-阿根廷进步主义的意识形态困境（1955-1995年）。

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.252

Nerina Visacovsky

{"title":"Entre la educación estatal y la privada: el dilema ideológico del judeo-progresismo argentino (1955-1995).","authors":"Nerina Visacovsky","doi":"10.14516/ete.252","DOIUrl":"https://doi.org/10.14516/ete.252","url":null,"abstract":"This article reconstructs a political-educational dilemma that plagued the progressive Argentine Jews of the Yiddisher Kultur Farband (YKUF), or Federation of Jewish Cultural Entities (from now on, «the Ykufists»), between 1955 and 1995. Ideologically close to the Communists, they defended the secular, gratuitous and compulsory education principles embodied in Law 1420 (1884), and the postulates of autonomy, co-government and freedom of University Reform (1918). In 1958, faced with the «secular or free» conflict, which polarized the citizenship between those who defended a private-confessional education and those who advocated the exclusiveness of a secular state education, the Ykufists actively demonstrated their affinity with the latter. Parallel to this, they supported a network of idiomatic schools in Yiddish (shules), founded by immigrants, which played a «complementary» role. These shules declined towards the 1960s. To save them, they had to be turned into full-time private schools, but that would go against their principles in favour of a public and egalitarian education. At the 9th YKUF Congress in 1968, delegates from all over the country voted to continue with the shules for as long as possible, but not to compete with the state school. However, two decades later, in the nineties, YKUF was happy for a private secular school to be opened in one of its institutions; what social and political transformations generated this change? How did they manage to reconcile a discourse in favour of state education and then green light a private school? Based on extensive research, this article analyses, in light of the national and international context, the educational dilemmas of this progressive Jewish group, which identified with the Argentine middle classes.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48768609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

«Like Air Bricks on Earth»: Notes on Developing a Research Agenda Regarding the Post-War Legacy of New Education “就像地球上的空气砖”:关于战后新教育遗产的研究议程的发展笔记

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.297

Angelo Van Gorp

{"title":"«Like Air Bricks on Earth»: Notes on Developing a Research Agenda Regarding the Post-War Legacy of New Education","authors":"Angelo Van Gorp","doi":"10.14516/ete.297","DOIUrl":"https://doi.org/10.14516/ete.297","url":null,"abstract":"This article presents the building blocks of a new research agenda through which the author aims to fill a gap in the existing scholarship on the history of new education in Belgium and its international links. In particular, the War years and the decades immediately following the Second World War remain un(der)explored. Since the author has only just begun to tackle this research agenda, the article presents preliminary thoughts, questions, and a critical reflection on issues related to developing such an agenda. It does this in a programmed way. The article is built on a review of the research that the author has already undertaken on the history of new education, on Ovide Decroly in particular, in search of the elements he considers equally important for a study of the post-War period. The article is organised into two main sections, focusing on the dimensions of space and time, respectively. The article distinguishes the Epoch of new education from the recuperation of the new education legacy through appropriation processes in the post-War period; it discusses the need for a transnational dimension and calls for international collaboration; moreover, it introduces the notion of contemporariness as a concept for critical assessment of the post-War legacy of new education.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47764785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

«Freinet Chimneys»: Experimenting with Emancipatory Public Education (Geneva in the 60s to 80s). Piaget’s Dream of an Active School? «Freinet烟囱»:解放式公共教育的实验(60年代至80年代的日内瓦)。皮亚杰的活跃学校之梦?

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.248

Rita Hofstetter

{"title":"«Freinet Chimneys»: Experimenting with Emancipatory Public Education (Geneva in the 60s to 80s). Piaget’s Dream of an Active School?","authors":"Rita Hofstetter","doi":"10.14516/ete.248","DOIUrl":"https://doi.org/10.14516/ete.248","url":null,"abstract":"The emancipatory potential of the 1960s had a particular resonance in Swiss education in the French-speaking part of the country. Teachers, parents and unionists, all advocating Freinet pedagogy, demanded that the demonised public education be reformed. Retracing the main steps of their successes and setbacks in the sector of Geneva public education, this article enquires into the rhetorical strategies and tactical alliances the reformists mobilised in order to promote «schools open to life», respectful of the natural longing to learn thanks to educational streams in primary schools dedicated to their cause (the «Freinet chimneys» implemented for a while at the turn of the 1980s). Inputs address the way the leaders of the reform historicised their initiatives so as to establish rightful filiation, calling upon some major figures whilst neglecting others. The scientific approval of Jean Piaget and Elise Freinet, as well as part of the left-wing party in power, might have endorsed the project; nonetheless, the leading figures of Geneva New Education were rarely invoked. How should we interpret these twists and turns? How were the narratives being scripted, and by whom? How were the innovations tested by others and integrated elsewhere so as to support the public education reform? Analysis of the underlying dynamics of this experiment reveal how «everyday» people rose up in a crisis and seized the opportunity to open up a world of possibilities; this can be highlighted through the lenses of the notion of «protagonism», which brings together «ordinary» people and their «extraordinary» politicisation (Bantigny, 2018; Deluermoz & Gobille, 2015).","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43552774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research 为什么即使在今天，教育史也不是一种不必要的奢侈。聚焦四十四年研究中的四个主题

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.335

M. Depaepe

引用次数: 5

A century of teacher education in India: 1883-1985 印度教师教育的一个世纪：1883-1985

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.231

A. Mangal

{"title":"A century of teacher education in India: 1883-1985","authors":"A. Mangal","doi":"10.14516/ete.231","DOIUrl":"https://doi.org/10.14516/ete.231","url":null,"abstract":"Teacher training in India has evolved from a circle system to normal schools and teacher training institutes/colleges. This progression was influenced by various events, debates and recommendations. With respect to the relevance of the teacher training institutions, ideas kept fluctuating, and several of the other adopted policy measures failed in the implementation phase. Initially, this led to the opening and closing of the normal schools, which later expanded into teacher training institutes/colleges. This paper attempts to present the historical developments in the field of teacher education around the axis of teacher training institutes, teachers’ qualifications, the teacher training course curriculum, and the status of teachers. For this paper, the government reports and reviews published in the periods both prior and subsequent to Independence have been studied using a historical method. It reveals that, in spite of 100 years of effort dedicated to improving teacher education, the availability of trained women teachers is far lower than the demand for them in schools. Unlike before, admission to any teacher training course for primary teachers requires at least 10 years of general education, and secondary school teachers need a degree. Though over these years the salaries of teachers have increased substantially, the deteriorating status of teachers and the teaching profession has been a source of constant concern for educationists and policymakers.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45230976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Images of Pedagogical Innovation: Escola da Ponte (Portugal) 教育创新的图像：Escola da Ponte（葡萄牙）

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.302

Carlos Guardado da Silva

{"title":"Images of Pedagogical Innovation: Escola da Ponte (Portugal)","authors":"Carlos Guardado da Silva","doi":"10.14516/ete.302","DOIUrl":"https://doi.org/10.14516/ete.302","url":null,"abstract":"This paper highlights a pedagogical experience that began in Portugal in 1976, namely that of the Escola da Ponte, the success of which was based on a shift from the graded school model. Unlike the majority of educational reforms that were tested throughout the twentieth century, changes were made in Escola da Ponte precisely due to the fact that the genetic matrix of the school model, the classroom, had been called into question. Therefore, it is not surprising that since the late 1980s, Escola da Ponte has received multiple visitors, associated with the knowledge of new ideas and pedagogical methods. Departing from the research of Larry Cuban (2008), however, the initial aim of this paper is to reflect on the inflexibility of the school model. Secondly, with a view to understanding how Escola da Ponte was «regarded» by its visitors (based on their own photographic records), the use of visual documents in historical research is addressed. The pedagogical project of Escola da Ponte is then discussed. Finally, a number of photographs depicting pedagogical action in the School in the 1980s and 1990s are considered. Based on the assumption that images are representations of objects, in other words, re-representations (Collelldemont, 2010), this paper seeks to reveal what the photographs sought to transmit, and how they should be interpreted in terms of pedagogical innovation.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45883549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s 实验班：20世纪50年代和60年代巴西不同的中等教育

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.263

Norberto Dallabrida

{"title":"The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s","authors":"Norberto Dallabrida","doi":"10.14516/ete.263","DOIUrl":"https://doi.org/10.14516/ete.263","url":null,"abstract":"The aim of this paper is to understand the normative prescription and experimental secondary school implantations in Brazil in the late 1950s, and the developments in the decade that followed. Thus, attempts to shed light on the political and educational conditions that enabled the Ministry of Education and Culture to bring in legislation that allowed the implementation of the so-called experimental secondary-school classes. This paper also focuses on the pedagogical practices in these experimental classes, taking into account that most of them were appropriated from French pedagogical models – the classes nouvelles in public schools and personalized and communitarian pedagogy in Catholic schools. It uses the circulation and appropriation concepts, understood from the perspective of the historian Roger Chartier, who considers that cultural goods circulate and are used in different ways, so that the reception is held with creativity through resistance, resignification and arrangements. This historiographical perspective is adopted in the educational field to acquire the pedagogical circulation and appropriation model operations. This documental corpus of this historical investigation is made up of written documents from French educational institutions – the Centre International d`Etudes Pedagogiques , located in Sevres, and the Centre d`Etudes Pedagogiques de Paris – and the archives of university institutions and Brazilian school collections. This paper analyses the Ministry of Education’s legislation on the experimental classes (1958) and the uses of French pedagogical models in the public system and Catholic schools.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48837485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A educação no Brasil colonial a partir do Serro/MG (1702 a 1758) 巴西殖民地的一名教育官员(1702 - 1758)

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.242

D. Briskievicz

{"title":"A educação no Brasil colonial a partir do Serro/MG (1702 a 1758)","authors":"D. Briskievicz","doi":"10.14516/ete.242","DOIUrl":"https://doi.org/10.14516/ete.242","url":null,"abstract":"We investigate the history of education in colonial Brazil based on the formation of the city of Serro, one of the first gold towns occupied by the Portuguese metropolis in the 18th century. From the starting point of the colonization of the Serro do Frio mines in 1702 – documented in the book of record of the mines by the clerk Lourenço Carlos Mascarenhas de Araújo, we narrate the tensions between the literate and illiterate, between the colonizers and colonized, between the discoverers, indigenous peoples and African slaves. We show that education occurred in this context through the spontaneous teaching that takes place in daily life, in relations with the patron, with the Senate of the Chamber, and in the corporations of mechanical workshops for the construction of churches, creating an urbanity marked by race, economics and policies. The methodology is historical microanalysis, that is a microhistorical approach, with a reconstruction of narratives from primary and secondary sources. In addition to the narrative that reconstituted the history of education which occurred in the clash between Brazil and Portugal, or between Serro and Portugal, we sought parallels with Norbert Elias’ concept of civilizing process, Max Weber’s definition of modern bureaucratization, and Pierre Bourdieu’s conceptualization of how symbolic power operates to elucidate how and in what way informal education occurred in that context.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66621472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educating in other Ways: Alternative Pedagogies and Different Schools in The Second Half of the Twentieth Century 另类教育：二十世纪下半叶的另类教育学与不同学校

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.369

Joaquim Pintassilgo

引用次数: 1