Espacio Tiempo y Educacion最新文献_第5页

1. América: la práctica de la utopía 1. 美国:乌托邦的实践

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Espacio Tiempo y Educacion Pub Date : 2021-12-31 DOI: 10.31819/9783968691558-002

Juan Pro

引用次数: 0

Learning Languages among Aristocrats in Hungary (1867-1918) 匈牙利贵族的语言学习（1867-1918）

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Espacio Tiempo y Educacion Pub Date : 2021-12-23 DOI: 10.14516/ete.358

M. Rébay

{"title":"Learning Languages among Aristocrats in Hungary (1867-1918)","authors":"M. Rébay","doi":"10.14516/ete.358","DOIUrl":"https://doi.org/10.14516/ete.358","url":null,"abstract":" In the present study, by means of private letters, memoirs, as well as school registry forms, we focus on aristocratic children’s language education: what languages did they study, with whom did they study them, with what methods and for what purpose – whether at home or in school. After 1867, the aristocracy retained its multilingual facility. The daughters of the family typically continued studying at home, guided by foreign governesses and Hungarian home tutors. Besides Hungarian, they usually acquired three languages (French, German, English) to a proficient level, by help of a method that placed the emphasis on speaking. The boys’ language studies progressed in a similar way, the difference being that they were more likely to study in public schools – abroad or in Hungary. Within the high society, the two most sought-after foreign institutions were the Theresianum in Vienna and the Jesuit secondary grammar school in Kalksburg. In these, the students had the chance to choose from among several classical and modern languages to study; moreover, however surprising it might seem at first glance, they also placed a great emphasis on nurturing the Hungarian language. Thus, by the time they reached adulthood, the daughters and sons of high nobility became polished speakers and readers of foreign languages, which, besides cultivating their international family relations, also helped them in keeping abreast on world events, as well as in literature and the sciences, not to mention – in the case of the boys – constituting an advantage in their career fields. ","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48718677","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}

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Regenerationist school practice: The model of traditional pedagogical renovation of teachers during Spain’s Second Republic 再生学校实践：西班牙第二共和国时期教师传统教学改革的模式

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Espacio Tiempo y Educacion Pub Date : 2021-12-23 DOI: 10.14516/ete.457

Carlos Menguiano Rodríguez, María del Mar Del Pozo Andrés

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Discurso geográfico, representaciones culturales y publicaciones impresas. El Atlas metódico de Antonio García Cubas y el contexto escolar mexicano, 1867-1880 地理话语、文化代表和印刷出版物。安东尼奥garcia古巴的系统地图集和墨西哥学校背景，1867-1880

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Espacio Tiempo y Educacion Pub Date : 2021-12-23 DOI: 10.14516/ete.368

Mario Jocsán Bahena Aréchiga Carrillo

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The Uruguayan ‘68: Student Unrest and Breakdown of Democracy 68年的乌拉圭人：学生骚乱与民主崩溃

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Espacio Tiempo y Educacion Pub Date : 2021-12-23 DOI: 10.14516/ete.545

Camille Gapenne

{"title":"The Uruguayan ‘68: Student Unrest and Breakdown of Democracy","authors":"Camille Gapenne","doi":"10.14516/ete.545","DOIUrl":"https://doi.org/10.14516/ete.545","url":null,"abstract":"In 1968 in Uruguay, as in many countries all over the world, a student movement broke up, impulsed by the high school students and joined by university students. It began in April as a claim against an increase in the price of the bus ticket and for a better budget dedicated to education. In a context of deep economic and social crisis, these demonstrations of unrest were common. But the increasing violence of the demonstrators, the radicalization of the student collective actions and the systematization of armed repression changed its nature during the austral winter. The proclamation of the state of emergency restraining the individual liberties and several student’s deaths by the police are maybe the strongest symbols of this violence, which kept increasing until the coup d’état in 1973. In order to propose a general overview of the Uruguayan ’68, this paper will expose the global and national contexts as well as the research field on the subject. Afterward, it will focus on the local scale to present a brief account of the events. It will finally consider some opening reflections about the relation between the students and media. Based on some of our own research, we intend to propose the idea of an informational field as an object of study, as a way to consider the encounter and struggle of multiple protagonists for the construction of representations of the students’ protest. Particularly in 1968, this also implies contemplate transnational circulations of information that articulate local and global scales.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45919829","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

Alternative pedagogiche e costruzione di spazi per lo sviluppo di un pensiero critico sull’educazione: la collana editoriale «Il Puntoemme» nell’Italia degli anni Settanta 20世纪70年代，意大利出版了《教育批判性思维的替代教学方法》(le point toemme)

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Espacio Tiempo y Educacion Pub Date : 2021-12-23 DOI: 10.14516/ete.355

Letterio Todaro

{"title":"Alternative pedagogiche e costruzione di spazi per lo sviluppo di un pensiero critico sull’educazione: la collana editoriale «Il Puntoemme» nell’Italia degli anni Settanta","authors":"Letterio Todaro","doi":"10.14516/ete.355","DOIUrl":"https://doi.org/10.14516/ete.355","url":null,"abstract":"The essay aims at highlighting the rise of a critical thought on education within the Italian framework, during the Seventies, for the cultural enterprise carried on by a revolutionary book collection in educational studies named «Il Puntoemme». The book collection started in 1971 and survived till 1985, having its best time in the middle of the Seventies. The book series conveyed a plurality of different voices coming from the radical cultures aligned in that revolutionary period. A survey on the main topics characterizing the cultural address showed by the publications appeared under the emblem «Il Puntoemme» looks very interesting to get the critical spirit animating the editorial enterprise. It supported the development of a lot of educational issues coming from the area of the contemporary «counter-cultures»: the need for a not-authoritative education, the commitment for new morals corresponding to the sexual emancipation, the reveal of the ideological elements framing the traditional beliefs in social education, the disclose of the hidden curriculum at school, the encouragement of the cooperative methods as matching the essence of the democratic conduct, and so on. In so far, the radical perspectives supported by «Il Puntoemme» collection clearly showed its rooting into an antagonistic character typical of the Seventies, often inspiring the assumption of radical solutions, like the demand for a complete dismantling of the educational settings or the more proper deinstitutionalization of education.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47276228","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

Educational Reform Policies in Argentina in the 1970s: The Beginning of a Differentiation Process among National Universities? 20世纪70年代阿根廷的教育改革政策：国立大学之间分化过程的开始？

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Espacio Tiempo y Educacion Pub Date : 2021-12-23 DOI: 10.14516/ete.356

Mariana Mendonça

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La veta orteguiana y franquista en las leyes orgánicas de la Universidad de Puebla, México, 1937 y 1941 1937年和1941年墨西哥普埃布拉大学组织法中的orteguana和franquista特征

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Espacio Tiempo y Educacion Pub Date : 2021-12-23 DOI: 10.14516/ete.352

Jesús Márquez Carrillo

{"title":"La veta orteguiana y franquista en las leyes orgánicas de la Universidad de Puebla, México, 1937 y 1941","authors":"Jesús Márquez Carrillo","doi":"10.14516/ete.352","DOIUrl":"https://doi.org/10.14516/ete.352","url":null,"abstract":"Having regard the political history of education and the cultural history of ideas, in this paper I propose to explain the way in which local power obtained political control from the University and and I also want to show the presence of Spanish conservative thought, following the ideas of José Ortega y Gasset and the Francoists about the «mission» of the University. For this, on the one hand I describe the configuration of the new Mexican State and in the regional political context, the political and cultural consolidation of the avilacamachista chiefdom. Then, in a second moment, I describe and analyze the organic laws of the University passed in 1937 and 1941 and their respective exhibitions of reasons. What interests me to emphasize in the conclusions is the permanence in the University of traditional cultural practices identified with conservative thinking, not only due to legislation that in 1941 was proposed to «copy» the Francoist university model, but also thanks to the predominance of a group of Catholic militants whose sympathies for Franco were evident and also because chiefdom was able to control and reduce the political influence of other groups. The article is based on interviews with survivors of the time, archival and printed sources and biblio-hemerographic references.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45796288","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

Historical research in education: Understanding contemporary situations and conditions through analysis of the relevant history. An Interview with the Lucien Criblez 教育中的历史研究:通过对相关历史的分析，了解当代的情况和条件。吕西安·克里布莱兹的采访

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Espacio Tiempo y Educacion Pub Date : 2021-12-23 DOI: 10.14516/ete.433

Michaela Vogt, Annemarie Augschöll Blasbichler

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An autonomous teacher subject as a force of pedagogical renewal: two historical moments of activation of the teacher’s movement in Chile 作为教学更新力量的自主教师主体：智利教师运动激活的两个历史时刻

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Espacio Tiempo y Educacion Pub Date : 2021-12-23 DOI: 10.14516/ete.458

F. Acuña

{"title":"An autonomous teacher subject as a force of pedagogical renewal: two historical moments of activation of the teacher’s movement in Chile","authors":"F. Acuña","doi":"10.14516/ete.458","DOIUrl":"https://doi.org/10.14516/ete.458","url":null,"abstract":"Based on Hugo Zemelman’s notion of the autonomous subject as the ability to react to circumstances, this article offers a theoretical reading of two historical moments of the Chilean teachers’ movement where processes of pedagogical renewal are unfolded through the activation of a teacher subject. The first moment takes place in the first half of the 20th century with the emergence of pedagogical experimentation and its ability to renew pedagogical «normalism» The second takes place at the end of the 20th century with the emergence of a Pedagogical Movement and its ability to renew a teaching policy configured by the economic parameters of neoliberal precariousness. Methodologically, I turn to secondary sources to analyse both historical moments. Rather than obeying a historiographic work, the analysis consists of a theoretical reading of both historical moments, and it illustrates that an autonomous teacher subject, capable of thinking critically about its circumstances, is key to unfolding processes of pedagogical renewal. By way of conclusion, I argue that both teachers’ movements share a process of activation and pedagogical renewal of the educational thinking of teachers. I also briefly refer to the political, theoretical, and practical challenge emerging from the analysis: how to keep autonomy flowing. ","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41761841","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