Pedagogical/ didactic practices and their influences on the configuration of the school spaces. The materiality of the monitorial schools in Portugal after the method guides (1835-1844)
DOI:
https://doi.org/10.5944/hme.6.2017.17174Keywords:
Pedagogical knowledge circulation, Monitorial system of education, Printed materials, School materialityAbstract
In the first decades of the nineteenth century the monitorial system of education generated widespread pedagogical discussion in several countries (as well as unprecedented transcontinental diffusion ). Despite having passed quickly through the educational landscape, this model exerted a decisive influence in defining a specific educational organization for public primary schools, one that would prevail (irreversibly) over individual instruction and the legitimization of simultaneous teaching. First of all, in light of research already carried out on the subject, we aim to contextualize the way in which the method was received in Portugal, emphasizing the pluralization of interpretations of this educational technology in the course of its diffusion worldwide. Secondly, using printed materials —in this case, two guides of the method written in Portugal (1835 and 1844)— and the data in them concerning the materiality of schools (taking note, between the given dates, of the changes as well as the continuities), we defend a central idea: that the pedagogical-didactic practices, i.e., the interaction of teacher / students in the teaching and learning situation has a decisive influence on the evolution and configuration of school spaces
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