Historia y Memoria de la Educación

Listado de Evaluadores 2024

2024-12-28

Ignorancias, conocimientos y desconocimientos. Lecturas en tiempos de incertidumbres

Antonio Viñao Frago — 2024-12-28

Del elitismo a la masificación. Historia y memorias del Instituto de Huesca (1931-1990)

Antonio Viñao Frago — 2024-12-28

The Circulation of Intuitive Teaching in Europe and Latin America, ca. 1870-1930: National and Transnational Perspectives

Eugenia Roldán Vera — 2024-12-28

This volume constitutes a state of the art of the historiography on the circulation of intuitive teaching in Europe and America between ca. 1870 and 1930. The volume brings together articles from several national cases: Argentina, Brazil, Cuba, Spain, Italy and Mexico. This introduction reviews, first, a selection of recent works that have dealt with the subject of intuitive teaching from a transnational perspective. Secondly, it discusses the common themes, convergences and divergences found in the historiography analysed in the different articles of the volume and raises important themes for future research.

Intuitive method and lessons of things in Brazil: historiographical balance and new questions

Maria Rita de Almeida Toledo — 2024-12-28

This article proposes, based on a reflective assessment of the research dedicated to understanding the forms of circulation and appropriation of the Intuitive Method and the Lessons of Things in Brazil, to raise some questions about how this pedagogical reference relates to the process of schooling in Brazilian society in the late 19th and early 20th centuries. In the text, we point out the main moments of this production since the emergence of historiographical studies, its theoretical-methodological perspectives, the main problems and themes under debate. We then discuss the complex tensions surrounding the debate on the place of lessons in the context of the emergence of the school form in Brazil. Finally, we present some of the ways and strategies of the propagators of Lessons of Things, between educational regulations and editorial strategies.

The diffusion of intuitive teaching and «object lessons» in Spain (1800-1936). State of the art and pending research

Gabriela Ossenbach — 2024-12-28

The most relevant influence of Pestalozzian pedagogy on nineteenth-century popular education was the introduction of intuitive teaching, particularly the «object lessons» as a fundamental method based on intuition, which became quite popular at the time. This paper examines how recent Spanish historiography has dealt with the dissemination of this method, identifying research shortcomings and linking together studies that have contributed different approaches to the advancement of this topic. Starting from the initial studies that focused mainly on the figure of Pablo Montesino, the paper analyses the works that have dealt with the issue through the analysis of the pedagogical handbooks that were used in the training of teachers, as well as the debates that took place in the Pedagogical Congresses throughout the 19th century. It also highlights the contributions made to the subject from the field of the history of school disciplines and the curriculum, to finally focus on the study and interpretation of the wide dissemination of school textbooks on object lessons, intended for teachers and students, which proliferated between the late nineteenth and early twentieth centuries, supported by the expansion of the Spanish publishing industry at the time. The loss of strength of the debate on intuitive teaching in favor of a predominant interest in the psycho-pedagogical knowledge of the child in the first third of the 20th century is stated as an important pending research issue.

The Education of Things in Italy. Programs, Books, and Authors.

Paolo Bianchini — 2024-12-28

This article analyzes the diffusion, transformations, appropriation, and Italian translation of the "object lessons" between the late 19th and early 20th centuries. Beginning with an analysis of the pedagogical and philosophical roots of the “object lessons," the paper traces their introduction to the Peninsula through the study of Italian educational reforms and programs of the period. In addition, it examines a series of authors and schoolbooks of “object lessons," considered fundamental for understanding the Italian case. Finally, it indicates some lines of research to further deepen the argument, which still has few studies.

An approach to intuitive teaching in the río de la plata (ca.1880-1930)

Mariana Alcobre — 2024-12-28

“Objects lessons” renewed pedagogy worldwide towards the middle of the 19th century. The system was based on learning through observation and sensorial perception of the everyday environment and nature. In our work, we will make a historiographic review of the literature that has studied this method in the Río de la Plata. We will highlight the existence of schoolbooks, consumption patterns, circulation and production of ideas, shared between Argentina and Uruguay.

We have articulated this work in two sections: in the first one, we examine the role played by “object lessons” in the consolidation of the Argentine educational system. In the second section, we will analyze the historiography of intuitive teaching in the Río de la Plata, focusing on the classroom, observing the method from all levels of the educational system including teacher training, examining didactic resources such as textbooks, school museums, and didactic plates that were used for the implementation of intuitive teaching. We will also make a survey of the most outstanding personalities who, within education, encouraged intuitive teaching in the region.

Through this, we will analyze the reception that “object lessons” had, and the way in which the need for local editions of the method, for teachers and students, was generated; thus we will show how this method became a means to propagate the new educational ideas.

The circulation of intuitive teaching in Mexico: a state of the art

Eugenia Roldán Vera — 2024-12-28

This article constitutes a state of the art on the introduction and circulation of intuitive teaching in Mexico at the end of the 19th century. It considers what has been written about characters, teacher training, pedagogical congresses, reference societies, manuals, and school practices. It shows how the subject has been treated in a tangential way by historiography, which counts it as part of the educational modernization of that period. It is argued that a view of history prevails that considers pedagogical ideas and regulations as the factor that transforms educational practices, which obscures other dimensions of the subject. Future lines of research are suggested that consider the history of school disciplines and the historical configuration of school culture.

Historiography and historical sources on the reception of pestalozzi in cuba (1807-1948)

Yoel Cordoví Núñez — 2024-12-28

The aim of this text is to explore the reception and circulation of the intuitive method in Cuba, and of Pestalozzi’s pedagogy, between 1807 and 1958 - a subject virtually untouched by Cuban historical research. The time frame spans from the entrance of the first references to the Pestalozzian proposals in the Antillean colony, to the death of Alfredo Miguel Aguayo, the pedagogue who contributed most in Cuba to the knowledge of Pestalozzi's method. The central question is: What are the possible historical sources available to analyze the dissemination of the Pestalozzian pedagogical proposals in Cuba? The article touches upon the main institutions and authors whose works refer to the Pestalozzian pedagogical philosophy. In particular, the article highlights the role of the Sociedad Económica de Amigos del País (Economic Society of Friends of the Country), founded in Havana in 1793, in the introduction and promotion of Pestalozzi’s method. It also examines the pedagogical ideas of influential educators such as José de la Luz y Caballero (1800-1862), Manuel Valdés Rodríguez (1849-1914) and Alfredo Miguel Aguayo (1866-1948). Moreover, it considers the normative documents that, in the different contexts, prescribed the adaptation of the method to the Cuban school scenarios -namely, the colonial period (1807-1898), the US-military occupation (1899-1902), and after the establishment of the republic (1902-1958).

What do they portray? Gender models in children’s drawings from the Spanish Civil War

Sergio Valero Gómez — 2024-12-28

During the Spanish Second Republic –both at peace and at war– there were many transformations for women and gender relations. Specialized historiography has analysed these changes, stressing the need to attend to the double dynamics of changes-advances and limits-continuities. The objective of this text is to observe the gender models projected in the drawings made by the boys and girls evacuated to the children's colonies of the Republican rear guard during the Spanish Civil War, as the main form of expression and understanding of these minors. Special attention is paid to female models from a qualitative approach. For this, a sample has been selected for its interpretive analysis from three repositories: the Biblioteca Nacional de España, the University of California-San Diego and Columbia University. This analysis is structured with the classification of the drawings into three main categories: games, war and everyday life. The main conclusion is that the message that these children's drawings transmit to us is one of limits-continuities, with differentiation of spheres, roles and stereotypes depending on the masculine or feminine gender of the figures represented in them.

An approach to the first essays of construction of a European student movement: The Student Congress of Liège (1865)

Pablo Buchbinder — 2024-12-28

The objective of the article is to analyze the debates that took place at the international student congress held in the Belgian city of Liège in 1865. The article is divided into three parts dedicated to the study of the discussions on European politics, on primary education and about university teaching. It attempts to show how the political differences, especially between members of the Belgian and French delegations, prevented the objective of the Congress, which was to discuss only aspects related to education. These political differences also prevented the formation of a federation of European students, which was another of the central objectives of the meeting. The discussions between the students on positivism and spiritualism, on freedom of education, on the heritage of the French revolution and nationalism and on primary education are analyzed in the text. Discussions about the relationship between primary education and universal suffrage are also studied. Opinions on the German model of university education and on university education in Belgium are analysed. The role of the French delegation in the congress is also analyzed. The main source on which the article is based is the congressional record published in January 1866.

Two Literary Universities on the Borders of the Mexican Nation. Mérida/Yucatan and San Cristóbal de las Casas/Chiapas, 1812-1855

Cristian M. Rosas Iñiguez — 2024-12-28

This article seeks out two Mexican universities which were founded after the First Federal Republic was declared in 1824. Those institutions had been put aside for traditional historiography of colleges and universities, even they were located in two important states in south Mexico: one in San Cristobal Las Casas, Chiapas, and the other in Merida, Yucatán. They joined the other two universities already functioning in the country, one in Mexico City and the other in Guadalajara, and received the adjective “literarias”. The analysis looks at different aspects of those universities such as administration, academics and including some points of financing. Also, it shows the context in which these universities functioned, because it helps to understand how they developed. The aim is to demonstrate the value that these two universities had in the construction of each state where they were situated and try to answer about their integration or not in the emergent educational system. At the end, this article seeks to give an explanation of the complex condition of these universities into the heterogeneous situation of colleges and universities in the first part of Nineteenth Century Mexico.

“This new teaching method has no parallel in the history of education”: presence, tensions and versions of the Silabario Hispano Americano (1945) by Adrián Dufflocq Galdames

Camila Pérez Navarro — 2024-12-28

The Silabario Hispano Americano, written by Adrián Dufflocq, is one of the texts with the most significant presence in the Chilean collective memory. This syllabary has had almost a hundred editions since it first circulated in Chile in the mid-1940s. However, this syllabary has not yet been the subject of historiographical analysis despite its importance. Therefore, this article analyzes the Silabario Hispano Americano from a historical perspective. We delve into the context of its creation, the tensions generated by its publication, and the versions published by the Ministry of Public Education during the 1960s within the framework of implementing an adult literacy campaign. Methodologically, we studied different editions and versions of the Silabario, texts published in newspapers and magazines, as well as complementary documentary sources. Based on the evidence analyzed, we propose that the historical success of the Silabario can be explained, on the one hand, by the marketing strategy undertaken by its author; due to the simplicity of its methodology; and for the role it played in the literacy campaign carried out in the mid-1960s in Chile.

The battle for working-class souls in the 19th century. Primary education in the urban sphere of liberal Spain: a case study

Eduard Page Campos — 2024-12-28

The efforts of the nineteenth-century liberal elites to promote childhood education among popular classes had a complex translation into the Spanish social reality. In order to study the initiatives for childhood education and the reality of schools and teachers in nineteenth-century urban Spain, this article undertakes a micro-analysis of a specific working-class urban space, Barceloneta. Precariousness and poor conditions were the dominant characteristics of the municipal schools opened in 1841. In fact, all educational initiatives, including those of a public nature, had as their main purpose the moralisation of a neighbourhood perceived as alien and potentially dangerous by the urban elite. This intensified from the 1870s onwards, when Barcelona's port district became a key stage in the ideological battle for the control of working-class souls. This battle allowed the multiplication of private schools, which would end up covering most of the pupils, contrary to the Spanish trend. The battle for the spiritual control of the district, at least in the field of formal education, was won by the Catholic Church. As a result of the process, the schooling rate saw a clear improvement at the end of the century. To a lesser extent, literacy rates also improved, although according to the micro-analysis of census data carried out, this progress must be associated with informal or semi-formal education processes rather than with formal instruction.

Secondary School in Colombia. Keys to a History of the educational system

María Fernanda Durán Sánchez — 2024-12-28

This article proposes an overview of the historical process —characterized by fragmentation and heterogeneity— of construction of the intermediate level for the Colombian educational system between the end of the 18th century and the first half of the 20th century. In our country, unlike what happens, for example, in the Argentine case, very few works have been interested in offering this panoramic or overall vision of the entire educational system, which can be explained, in part, by the absence of research interested, specifically, in the history of secondary education. As a method of analysis, the scheme is used that is based on the concepts of systematization and segmentation and is organized from the identification of four signs or functions (the propaedeutic, the cultural, the social and the political and economic) in the configuration of the institutional model of secondary education, proposed by Felicitas Acosta for the study of education in Argentina. In the national case, the determining influence that the classic humanist model supported by the Catholic Church has had, and still has today, and has contributed significantly to the weakening of the constitution of a public secondary education system.