Pub Date : 2022-12-19DOI: 10.24908/encounters.v23i0.16154
M. Depaepe, F. Simon, Angelo Van Gorp
This article provides, at the request of the editors of this journal, an English-language summary of a biography recently published in French about the Belgian educational pioneer Ovide Decroly, on whom we have already published a number of studies: Ovide Decroly (1871-1932): une approche atypique? (Theory and History of Education International Research Group, housed at the Faculty of Education, Queen’s University, Kingston, Ontario, Canada, 2022), 299 pp. (Theory and History of Education Monograph Series, vol. 4). Of that work (Depaepe, Simon & Van Gorp, 2022), which represents the conclusion of more than 20 years of research by the authors on this eminent figure in the Belgian history of education, we outline here briefly the background, methodological starting points, and contents. Keywords: Ovide Decroly, Brussels (Belgium), New Education, history of education, biography, theory, methodology and historiography of educational history and innovations
应本刊编辑的要求，本文提供了最近以法语出版的关于比利时教育先驱奥维德·德克洛利的传记的英文摘要，我们已经发表了一些关于他的研究:奥维德·德克洛利(1871-1932):一种非典型的方法?(教育理论与历史国际研究小组，位于加拿大安大略省金斯顿皇后大学教育学院，2022年)，299页(教育理论与历史专著系列，第4卷)。该工作(Depaepe, Simon & Van Gorp, 2022年)代表了作者对这位比利时教育史上杰出人物的20多年研究的结论，我们在这里简要概述背景，方法论起点和内容。关键词:奥维德·德克洛利，布鲁塞尔(比利时)，新教育，教育史，传记，理论，方法论，教育史史学与创新
{"title":"An Atypical Biography Concluding More Than Twenty Years of Decroly Research","authors":"M. Depaepe, F. Simon, Angelo Van Gorp","doi":"10.24908/encounters.v23i0.16154","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.16154","url":null,"abstract":"This article provides, at the request of the editors of this journal, an English-language summary of a biography recently published in French about the Belgian educational pioneer Ovide Decroly, on whom we have already published a number of studies: Ovide Decroly (1871-1932): une approche atypique? (Theory and History of Education International Research Group, housed at the Faculty of Education, Queen’s University, Kingston, Ontario, Canada, 2022), 299 pp. (Theory and History of Education Monograph Series, vol. 4). Of that work (Depaepe, Simon & Van Gorp, 2022), which represents the conclusion of more than 20 years of research by the authors on this eminent figure in the Belgian history of education, we outline here briefly the background, methodological starting points, and contents.\u0000Keywords: Ovide Decroly, Brussels (Belgium), New Education, history of education, biography, theory, methodology and historiography of educational history and innovations","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"60 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85097363","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}
Pub Date : 2022-12-19DOI: 10.24908/encounters.v23i0.15900
N. Almeida-Filho, Rosa Bruno-Jofré
The article discusses Aníseio Teixeira’s role in Brazilian education. It makes the point that conservative restorations impeded Teixeira’s innovations from taking root. This situation explains why his legacy was largely moved to oblivion. Of relevance here is the influence of John Dewey’s writings on Teixeira’s conceptions of education and his reading of Dewey’s theoretical and conceptual framework. The authors put emphasis on his understanding of university reform, his institutional experiment at the University of the Federal District and University of Brasilia. They further attempt to explain why his legacy is ignored today. The article goes to the “long 1960s” to refer to the historical conjuncture and the emergence of Paulo Freire’s pedagogy as an epistemological break that led to a reconstruction of the notion of political subject, becoming an inspiration to those envisioning a different social order. This left Teixeira in the historical background. Keywords: Anisio Teixeira, Brazilian education, John Dewey and Teixeira, University of the Federal District of Bahia, University of Brasilia, Paulo Freire, Darcy Ribeiro
{"title":"Anísio Teixeira, a Leader of Brazilian Education: Why is His Legacy Ignored Today?","authors":"N. Almeida-Filho, Rosa Bruno-Jofré","doi":"10.24908/encounters.v23i0.15900","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.15900","url":null,"abstract":"The article discusses Aníseio Teixeira’s role in Brazilian education. It makes the point that conservative restorations impeded Teixeira’s innovations from taking root. This situation explains why his legacy was largely moved to oblivion. Of relevance here is the influence of John Dewey’s writings on Teixeira’s conceptions of education and his reading of Dewey’s theoretical and conceptual framework. The authors put emphasis on his understanding of university reform, his institutional experiment at the University of the Federal District and University of Brasilia. They further attempt to explain why his legacy is ignored today. The article goes to the “long 1960s” to refer to the historical conjuncture and the emergence of Paulo Freire’s pedagogy as an epistemological break that led to a reconstruction of the notion of political subject, becoming an inspiration to those envisioning a different social order. This left Teixeira in the historical background.\u0000Keywords: Anisio Teixeira, Brazilian education, John Dewey and Teixeira, University of the Federal District of Bahia, University of Brasilia, Paulo Freire, Darcy Ribeiro","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"158 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85340713","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}
Pub Date : 2022-12-19DOI: 10.24908/encounters.v23i0.16170
N. Almeida-Filho
Gilles Bibeau est anthropologue, philosophe et linguiste ; professeur émérite à l’Université de Montréal. A mené des recherches dans plusieurs pays d’Afrique, d’Amérique latine (notamment au Brésil et au Pérou), ainsi qu’au Canada et en l’Inde. Au Québec, il a fait des études ethniques sur les transformations des structures familiales et de l'identité chez des migrants d'origine indienne, africaine et antillaise, sur le rôle des églises et groupes religieux dans l'accueil et l'adaptation des immigrants, sur l'ethnographie des bandes de jeunes en milieu immigrant, et sur l'adaptation des services sociaux et de santé à la problématique des groupes immigrants. Il a mis au point, avec Ellen Corin et d'autres chercheurs, un modèle d’analyse en santé mentale qui est maintenant connu sous le nom de « système de signes, de sens et d'actions » et qui a été utilisé dans des études internationales comparatives dans plusieurs pays d'Afrique, d'Europe, d'Asie et des Amériques. Récemment, son focus est sur l’approche ethnocritique des littératures nationales à travers la comparaison des littératures québécoise et anglo-canadienne, et à travers l'étude des rapports entre les littératures écrites d'Afrique et les littératures orales. Passionné d’histoire et de politique internationale, il est l’auteur de nombreux articles et essais. Il a publié une douzaine de livres : Beyond Textuality, Ascetism and Violence, An Anthropology Interpretation (avec E. Corin) (Berlin : Mouton, 1995); Dérives montréalaises. Itinéraires de toxicomanies dans le quartier Hochelaga-Maisonneuve (avec M. Perrault) (Montréal : Boréal, 1998); Généalogie de la violence. Le terrorisme : piège pour la pensée (2015); Andalucía, l’histoire à rebours (2017) et Les Autochtones, la part effacée du Québec (2020). Il a reçu deux fois le prix Jean-Charles-Falardeau, la dernière pour son œuvre Le Québec transgénique. Science, marché, humanité (2005); et le Prix Léon-Gérin (2009) du Gouvernement du Coranestbec pour sa carrière académique. A l’invitation de Rencontres en théorie et histoire de l’éducation, Gilles Bibeau se met en dialogue avec Naomar de Almeida-Filho, à propos du livre The Revolution of Georges Cabanis. A Forgotten Education Reform In Post-Enlightenment France récemment publié dans la Série de monographies Sur la théorie et l’histoire de l’éducation (2022).
Gilles Bibeau是人类学家、哲学家和语言学家;universite de montreal名誉教授。曾在多个非洲和拉丁美洲国家(包括巴西和秘鲁)、加拿大和印度进行研究。魁北克,他学的是民族认同的关于家庭结构的变化,与家里的印度裔移民、非洲和加勒比的教会和宗教团体的作用,在人种上移民的接纳和适应,成群的年轻人、移民和环境中关于适应问题的保健和社会服务的移民群体。他开发了埃伦·科林和其他研究人员一起,一个心理健康分析模型,现在称为«»体征、感觉和行动系统已在几个国家的国际比较研究中使用的非洲、欧洲、亚洲和美洲。最近，她的重点是民族文学的民族批判方法，通过比较魁北克文学和盎格鲁-加拿大文学，并研究非洲书面文学和口头文学之间的关系。他对历史和国际政治充满热情，撰写了许多文章和文章。他出版了十多本书:超越文本、禁欲主义和暴力，人类学解释(与E.科林合作)(柏林:木桐，1995);montréalaises漂移。Hochelaga-Maisonneuve社区的成瘾路线(与M. Perrault合作)(montreal: boreal, 1998);暴力的家谱。恐怖主义:思想的陷阱(2015);andalucia，向后的历史(2017)和土著，魁北克被抹去的部分(2020)。他曾两次获得Jean-Charles-Falardeau奖，最后一次是凭借他的作品le quebec transgennique。科学、市场、人性(2005);以及Coranestbec政府颁发的leon - gerin奖(2009)，以表彰他的学术生涯。在“教育理论与历史会议”的邀请下，Gilles Bibeau与Naomar de Almeida-Filho就《乔治·卡巴尼斯的革命》一书进行了对话。《后启蒙时代法国被遗忘的教育改革》(A Forgotten Education Reform In Post-Enlightenment France)最近发表在《教育理论与历史》(the theory and history of Education, 2022)系列专著中。
{"title":"Pourquoi l’histoire de l’éducation a-t-elle oublié Georges Cabanis ? Dialogue entre Gilles Bibeau et Naomar de Almeida-Filho","authors":"N. Almeida-Filho","doi":"10.24908/encounters.v23i0.16170","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.16170","url":null,"abstract":"Gilles Bibeau est anthropologue, philosophe et linguiste ; professeur émérite à l’Université de Montréal. A mené des recherches dans plusieurs pays d’Afrique, d’Amérique latine (notamment au Brésil et au Pérou), ainsi qu’au Canada et en l’Inde. Au Québec, il a fait des études ethniques sur les transformations des structures familiales et de l'identité chez des migrants d'origine indienne, africaine et antillaise, sur le rôle des églises et groupes religieux dans l'accueil et l'adaptation des immigrants, sur l'ethnographie des bandes de jeunes en milieu immigrant, et sur l'adaptation des services sociaux et de santé à la problématique des groupes immigrants. Il a mis au point, avec Ellen Corin et d'autres chercheurs, un modèle d’analyse en santé mentale qui est maintenant connu sous le nom de « système de signes, de sens et d'actions » et qui a été utilisé dans des études internationales comparatives dans plusieurs pays d'Afrique, d'Europe, d'Asie et des Amériques. Récemment, son focus est sur l’approche ethnocritique des littératures nationales à travers la comparaison des littératures québécoise et anglo-canadienne, et à travers l'étude des rapports entre les littératures écrites d'Afrique et les littératures orales. Passionné d’histoire et de politique internationale, il est l’auteur de nombreux articles et essais. Il a publié une douzaine de livres : Beyond Textuality, Ascetism and Violence, An Anthropology Interpretation (avec E. Corin) (Berlin : Mouton, 1995); Dérives montréalaises. Itinéraires de toxicomanies dans le quartier Hochelaga-Maisonneuve (avec M. Perrault) (Montréal : Boréal, 1998); Généalogie de la violence. Le terrorisme : piège pour la pensée (2015); Andalucía, l’histoire à rebours (2017) et Les Autochtones, la part effacée du Québec (2020). Il a reçu deux fois le prix Jean-Charles-Falardeau, la dernière pour son œuvre Le Québec transgénique. Science, marché, humanité (2005); et le Prix Léon-Gérin (2009) du Gouvernement du Coranestbec pour sa carrière académique. \u0000A l’invitation de Rencontres en théorie et histoire de l’éducation, Gilles Bibeau se met en dialogue avec Naomar de Almeida-Filho, à propos du livre The Revolution of Georges Cabanis. A Forgotten Education Reform In Post-Enlightenment France récemment publié dans la Série de monographies Sur la théorie et l’histoire de l’éducation (2022).","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"4 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89525306","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}
Pub Date : 2022-12-19DOI: 10.24908/encounters.v23i0.16161
J. MacDonald
I enjoy the challenge of using scraps from other people’s projects or donated fabric to create something functional and beautiful. In this case I was given someone’s ‘extra’ nine-patch blocks and then created additional nine-patch and hour-glass blocks which are used alternately in rows. Most of my quilts are donated to organizations that provide them to families in need.
{"title":"Quilt","authors":"J. MacDonald","doi":"10.24908/encounters.v23i0.16161","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.16161","url":null,"abstract":"I enjoy the challenge of using scraps from other people’s projects or donated fabric to create something functional and beautiful. In this case I was given someone’s ‘extra’ nine-patch blocks and then created additional nine-patch and hour-glass blocks which are used alternately in rows. Most of my quilts are donated to organizations that provide them to families in need.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"85 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87296551","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}
Pub Date : 2022-12-19DOI: 10.24908/encounters.v23i0.15661
Samira Bueno Chahin
Taking school spaces as an interdisciplinary issue encompassing the fields of education, architecture, and urbanism/urban planning, this article gathers theoretical and technical references from among these disciplines throughout the first half of the 20th century in order to locate possible exchanges carried out by Anísio Teixeira while shaping his Park-school, Class-schools program. The argument rests on the reading of documents taken from a variety of circumstances in his career as an educational administrator, even though not necessarily produced by him. The aim is to encourage a debate regarding a Brazilian response to the international challenge of providing a spatial infrastructure consistent with a modern school program. Keywords: school space, modern architecture, urban planning, historiography, circulation of ideas, Anísio Teixeira
{"title":"A Brazilian Response to 20th Century School Infrastructure Planning","authors":"Samira Bueno Chahin","doi":"10.24908/encounters.v23i0.15661","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.15661","url":null,"abstract":"Taking school spaces as an interdisciplinary issue encompassing the fields of education, architecture, and urbanism/urban planning, this article gathers theoretical and technical references from among these disciplines throughout the first half of the 20th century in order to locate possible exchanges carried out by Anísio Teixeira while shaping his Park-school, Class-schools program. The argument rests on the reading of documents taken from a variety of circumstances in his career as an educational administrator, even though not necessarily produced by him. The aim is to encourage a debate regarding a Brazilian response to the international challenge of providing a spatial infrastructure consistent with a modern school program.\u0000Keywords: school space, modern architecture, urban planning, historiography, circulation of ideas, Anísio Teixeira","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"8 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89108351","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}
Pub Date : 2022-12-19DOI: 10.24908/encounters.v23i0.15230
Nataliia I. Lazarenko, A. Kolomiiets, V. S. Bilous, Serhii P. Zahorodnii, I. Gromov, O. Zhovnych, N. Ivanichkina
The authors present an overview of publications on the introduction and use of digital institutional repositories (DIR) in different countries and in Ukraine. A variety of reference and scientific literature, and publications in international scientometric databases have been analyzed. The role of digital institutional repositories in providing access to full-text electronic achievements, disseminating research results, and maximizing their accessibility and scientific influence is highlighted. The problem of creating and using digital institutional repositories in the training of specialists in higher education, as well as the formation of their information and research competence, is considered. It is substantiated that institutional repositories are a powerful tool in pedagogical universities to conduct and disseminate scientific research results in education, pedagogy, and psychology. Particular attention is paid to the role of library materials in the formation and operation of digital institutional repositories. The experience of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University Library (Ukraine) is reflected separately. Keywords: digital institutional repository, information and research competence, open electronic scientific and educational systems, open science; pedagogical university library
{"title":"Institutional Repositories as a Global Dissemination Tool of Educational And Scientific Information","authors":"Nataliia I. Lazarenko, A. Kolomiiets, V. S. Bilous, Serhii P. Zahorodnii, I. Gromov, O. Zhovnych, N. Ivanichkina","doi":"10.24908/encounters.v23i0.15230","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.15230","url":null,"abstract":"The authors present an overview of publications on the introduction and use of digital institutional repositories (DIR) in different countries and in Ukraine. A variety of reference and scientific literature, and publications in international scientometric databases have been analyzed. The role of digital institutional repositories in providing access to full-text electronic achievements, disseminating research results, and maximizing their accessibility and scientific influence is highlighted. The problem of creating and using digital institutional repositories in the training of specialists in higher education, as well as the formation of their information and research competence, is considered. It is substantiated that institutional repositories are a powerful tool in pedagogical universities to conduct and disseminate scientific research results in education, pedagogy, and psychology. Particular attention is paid to the role of library materials in the formation and operation of digital institutional repositories. The experience of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University Library (Ukraine) is reflected separately.\u0000 Keywords: digital institutional repository, information and research competence, open electronic scientific and educational systems, open science; pedagogical university library","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"15 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82548370","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}
Pub Date : 2022-12-19DOI: 10.24908/encounters.v23i0.16172
Denise Angotako Mawanzo
Selon l’esprit des conférences internationales de l’« Education pour tous », le concept "collaboration entre les acteurs éducatifs" reste un cheval de bataille des pays signataires pour sa mise en application. La République Démocratique du Congo, étant membre, fait de son mieux pour les concrétiser. Cependant l’inefficacité de son application à l’école freine l’atteinte de l’objectif relatif à l’élimination des disparités entre les sexes dans l’enseignement secondaire en Province du Haut-Uélé. L’Etat joue en acteur et en concepteur principal ; l’école sert de courroie de transmission ; les parents jouent en récepteurs quasi passifs. A partir d’une analyse historique de l’implication des parents dans la gestion scolaire, de la lecture des stratégies nationales y afférentes, la présente communication voudrait rendre compte des difficultés des définitions des rôles dans la mise en œuvre des stratégies nationales favorisant la scolarisation des filles dans ladite Province. L’étude du milieu, la définition des rôles et le dialogue respectueux sont les voies indispensables à la matérialisation de cet objectif 5. Mots clés : Collaboration, école, parents, éducation, fille
{"title":"Collaboration entre école et parents dans la gestion de la scolarité des filles en République Démocratique du Congo : Dialogue asymétrique entre théorie et pratique","authors":"Denise Angotako Mawanzo","doi":"10.24908/encounters.v23i0.16172","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.16172","url":null,"abstract":"Selon l’esprit des conférences internationales de l’« Education pour tous », le concept \"collaboration entre les acteurs éducatifs\" reste un cheval de bataille des pays signataires pour sa mise en application. La République Démocratique du Congo, étant membre, fait de son mieux pour les concrétiser. Cependant l’inefficacité de son application à l’école freine l’atteinte de l’objectif relatif à l’élimination des disparités entre les sexes dans l’enseignement secondaire en Province du Haut-Uélé. L’Etat joue en acteur et en concepteur principal ; l’école sert de courroie de transmission ; les parents jouent en récepteurs quasi passifs. \u0000A partir d’une analyse historique de l’implication des parents dans la gestion scolaire, de la lecture des stratégies nationales y afférentes, la présente communication voudrait rendre compte des difficultés des définitions des rôles dans la mise en œuvre des stratégies nationales favorisant la scolarisation des filles dans ladite Province. \u0000L’étude du milieu, la définition des rôles et le dialogue respectueux sont les voies indispensables à la matérialisation de cet objectif 5. \u0000 Mots clés : Collaboration, école, parents, éducation, fille","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76208208","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}
Pub Date : 2022-12-19DOI: 10.24908/encounters.v23i0.15662
Diana Gonçalves Vidal
To investigate the relationship between teachers’ practices and teacher models, this article takes as its main thread the work of Anísio Teixeira at the Teachers School of the Institute of Education, in Rio de Janeiro, between 1932 and 1935. In doing that, it resorts to oral and written sources and dares to outline a research methodology. The narrative is organized into four parts, and an introduction. The first part offers a general description of the place where Teixeira’s professional work is developed. Only those aspects of the history of the creation of the Institute of Education deemed as necessary to the study are described. In the second part, we explore the broad features of that teacher practice, interweaving written and oral documentation. In the third part, we focus on the issue of the sources. As our final comments, we consider the importance of historical investigations on teachers’ practice and models. Keywords: history of education, teacher training; oral history; teachers’ lives; teacher models
{"title":"Teachers’ Practices and Teacher Models: Anísio Teixeira and Initial Teacher Training (Rio de Janeiro, 1932–1935)","authors":"Diana Gonçalves Vidal","doi":"10.24908/encounters.v23i0.15662","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.15662","url":null,"abstract":"To investigate the relationship between teachers’ practices and teacher models, this article takes as its main thread the work of Anísio Teixeira at the Teachers School of the Institute of Education, in Rio de Janeiro, between 1932 and 1935. In doing that, it resorts to oral and written sources and dares to outline a research methodology. The narrative is organized into four parts, and an introduction. The first part offers a general description of the place where Teixeira’s professional work is developed. Only those aspects of the history of the creation of the Institute of Education deemed as necessary to the study are described. In the second part, we explore the broad features of that teacher practice, interweaving written and oral documentation. In the third part, we focus on the issue of the sources. As our final comments, we consider the importance of historical investigations on teachers’ practice and models.\u0000Keywords: history of education, teacher training; oral history; teachers’ lives; teacher models","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"775 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85442675","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}
Pub Date : 2022-12-19DOI: 10.24908/encounters.v23i0.16166
C. Bowry
Contributors to Encounters 23, 2022
《遭遇23》贡献者，2022年
{"title":"Contributing Authors and Artists","authors":"C. Bowry","doi":"10.24908/encounters.v23i0.16166","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.16166","url":null,"abstract":"Contributors to Encounters 23, 2022","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"135 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73018164","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}
Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.14804
I. Mckay
The Covid-19 pandemic entailed a cruel pedagogy with regard to neoliberalism. Neoliberalism embodies a multifaceted process whereby the post-1945 Fordist compromise was gradually transformed, after the mid-1970s, into a world order privileging business competition, both as a daily practice and a philosophy of rule. This order has been enmeshed in an “organic crisis” since 2007-08, which has progressively revealed neoliberalism’s problematic status in relation not only to the practice of democracy, but to the survival of the species. This article focuses specifically on the ways in which the pandemic has not only illuminated neoliberalism’s core contradictions, but portends their intensification and widening impact.
{"title":"A Pandemic’s Punitive Pedagogy: Education and the Organic Crisis of the Global Neoliberal Order","authors":"I. Mckay","doi":"10.24908/encounters.v22i0.14804","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.14804","url":null,"abstract":"The Covid-19 pandemic entailed a cruel pedagogy with regard to neoliberalism. Neoliberalism embodies a multifaceted process whereby the post-1945 Fordist compromise was gradually transformed, after the mid-1970s, into a world order privileging business competition, both as a daily practice and a philosophy of rule. This order has been enmeshed in an “organic crisis” since 2007-08, which has progressively revealed neoliberalism’s problematic status in relation not only to the practice of democracy, but to the survival of the species. This article focuses specifically on the ways in which the pandemic has not only illuminated neoliberalism’s core contradictions, but portends their intensification and widening impact.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90483045","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：