Historia y pedagogía de la Escuela del Mar (1922-1938). Estudio icónico-hermenéutico.

Resumen. La Escuela del Mar (Barcelona, 1922-1938), como referente catalan, espanol y europeo de renovacion pedagogica sobresalio por su modelo democratico y promotor de la vida social. El objetivo higienico juntamente con el autogobierno de los ninos eran caracteristicas relacionadas con los ideales de Escuela Nueva. Su director, Pere Verges, fomento una vida social centrada en los jovenes, con numerosas y diversas actividades, que se trataban para educar al nino, dotarle de buenos ideales, y ofrecerle una formacion intelectual. Se incluyeron a la vez valores como la cooperacion, la competitividad o el esfuerzo. Tambien fueron incluidas la educacion del cuerpo, la lectura o la sensibilidad artistico-musical. El objeto de estudio es la Antigua Escuela del Mar. Se ofrece una interpretacion historica-pedagogica de lo que fue el colegio y lo que significo. La metodologia utilizada se ha basado en la hermeneutica analogico-iconica, tratando tres imagenes y contextualizandolas con otras fuentes descriptivas –de la epoca y actuales–. Los resultados se relacionan desde otro punto de vista, con los estudios teoricos -basados en textos- que analizan la escuela y sus estudiantes. Se hace evidente tambien la importancia que adquirio el centro. Abstract.  The Escuela del Mar (Barcelona, 1922-1938), as a Catalan, Spanish and European reference for pedagogical renewal, stood out for its democratic model. The hygienic objective together with the self-government of the children was characteristics related to the ideals of New School. Its director, Pere Verges, promoted a social life centered on young people, with numerous and diverse activities. These were to educate the child, provide him with good values, and offer him an intellectual formation. Values such as cooperation, competitiveness or effort were also discussed. Also included was body education, reading or artistic-musical sensitivity. The object of study is the Escuela del Mar. It offers historical-pedagogical interpretation of what the school was in a global way, and what it meant. The methodology used has been based on analogical-iconic hermeneutics, dealing with three images and contextualizing them with other descriptive sources - of the time and current. The results cover and relate from another point of view, with theoretical studies that analyze the school and its students. The importance of what the center meant was also evident.