Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.14991
Cristián Cox, Carolina García
The article examines the evolution of the citizenship education curriculum in Chilean secondary education over last two decades from the perspective of the relevance of its contents for a democratic culture. The evidence and its analysis show the variations observed in the curricula are not related so much to the ideology of the governments that enact them as to socio-cultural changes of a macro nature, such as the growing emphasis on rights and participation. The analysis confirms some deficits common to the curricula, which have implications for the development of the democratic political culture in Chile. Among these are the scarce or null presence of the values of solidarity, the common good, and social cohesion, as well as a paradox of quasi-silence about voting, common in the curricula of Latin American countries and which is contrasted with the treatment of voting in the curricula of France and England.
{"title":"Chile’s Citizenship Education Curriculum: Priorities and Silences Through Two Decades","authors":"Cristián Cox, Carolina García","doi":"10.24908/encounters.v22i0.14991","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.14991","url":null,"abstract":"The article examines the evolution of the citizenship education curriculum in Chilean secondary education over last two decades from the perspective of the relevance of its contents for a democratic culture. The evidence and its analysis show the variations observed in the curricula are not related so much to the ideology of the governments that enact them as to socio-cultural changes of a macro nature, such as the growing emphasis on rights and participation. The analysis confirms some deficits common to the curricula, which have implications for the development of the democratic political culture in Chile. Among these are the scarce or null presence of the values of solidarity, the common good, and social cohesion, as well as a paradox of quasi-silence about voting, common in the curricula of Latin American countries and which is contrasted with the treatment of voting in the curricula of France and England.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"64 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":"75863284","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.v22i0.15053
C. Madero
Chile enfrenta la tarea de redactar una nueva constitución que reemplace en plenitud la Constitución de 1980 creada durante la dictadura de Pinochet (1973-1990). En tal constitución se emplazan los pilares de un modelo neoliberal a partir del cual el sistema educativo escolar ha sido moldeado. En este artículo se exponen elementos acerca de cómo se construye la Constitución de 1980, su contexto histórico, y sus principales influencias. Se exponen además los principales elementos constitucionales relativos a la educación escolar, y cómo dichos principios se han traducido en una institucionalidad construida (y deconstruida en algún caso) entre los años 1980 y 2021. El artículo finaliza con una reflexión sobre la posibilidad del derrumbe de la arquitectura neoliberal del sistema educativo escolar chileno a propósito de la redacción de una nueva constitución en el país.
{"title":"neoliberalismo educacional chileno y sus posibilidades de derrumbe en una nueva constitución: ¿Es posible?","authors":"C. Madero","doi":"10.24908/encounters.v22i0.15053","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.15053","url":null,"abstract":"Chile enfrenta la tarea de redactar una nueva constitución que reemplace en plenitud la Constitución de 1980 creada durante la dictadura de Pinochet (1973-1990). En tal constitución se emplazan los pilares de un modelo neoliberal a partir del cual el sistema educativo escolar ha sido moldeado. En este artículo se exponen elementos acerca de cómo se construye la Constitución de 1980, su contexto histórico, y sus principales influencias. Se exponen además los principales elementos constitucionales relativos a la educación escolar, y cómo dichos principios se han traducido en una institucionalidad construida (y deconstruida en algún caso) entre los años 1980 y 2021. El artículo finaliza con una reflexión sobre la posibilidad del derrumbe de la arquitectura neoliberal del sistema educativo escolar chileno a propósito de la redacción de una nueva constitución en el país.","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":"83840398","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.v22i0.15241
Carlos Martínez Valle
El artículo estudia los presupuestos participativos (PPs) como una política que, diseñada e implementada originalmente como instrumento de democracia participativa y educación social, puede ser, transformada y en determinados contextos, funcional al proyecto neoliberal. Su análisis sirve para ponderar una nueva teoría de la Geografía humana que designaríamos metonímicamente como “políticas aceleradas”. Esta estudia el “neoliberalismo realmente existente” considerando los espacios y las formas en los que se manifiesta por todo el globo, con redes y nodos electrónicos que permiten procesos acelerados, horizontales y dependientes de los contextos, sin núcleos ni periferias. El artículo discute las características que deberían mantener los PPs para no convertirse en neoliberalizadores y las inconcreciones de la teoría en torno a sus agentes, uso de los medios digitales y la rapidez de las nuevas políticas, aspectos que incidirían en una nueva conformación del neoliberalismo y en la reformulación de los estudios del transfer.
{"title":"Presupuestos participativos: ¿neoliberalizadores?, ¿educativos?","authors":"Carlos Martínez Valle","doi":"10.24908/encounters.v22i0.15241","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.15241","url":null,"abstract":"El artículo estudia los presupuestos participativos (PPs) como una política que, diseñada e implementada originalmente como instrumento de democracia participativa y educación social, puede ser, transformada y en determinados contextos, funcional al proyecto neoliberal. Su análisis sirve para ponderar una nueva teoría de la Geografía humana que designaríamos metonímicamente como “políticas aceleradas”. Esta estudia el “neoliberalismo realmente existente” considerando los espacios y las formas en los que se manifiesta por todo el globo, con redes y nodos electrónicos que permiten procesos acelerados, horizontales y dependientes de los contextos, sin núcleos ni periferias. El artículo discute las características que deberían mantener los PPs para no convertirse en neoliberalizadores y las inconcreciones de la teoría en torno a sus agentes, uso de los medios digitales y la rapidez de las nuevas políticas, aspectos que incidirían en una nueva conformación del neoliberalismo y en la reformulación de los estudios del transfer.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"115 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80046712","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.v22i0.15072
Peter Glinos
The article analyzes the contemporary school choice debate in Ontario in relation to the neoliberal models of education instituted by other provinces, and places key issues of the debate within Canada’s historical context. In the first section, this paper focuses on tracing out the push for neoliberal school choice in Ontario within the broader history of its development in Canada, with particular attention to Alberta and British Columbia. The second section examines two aspects of the school choice debate: the issues of freedom of choice, as well as racial and social inequality. Finally, these aspects of school choice are placed alongside Milton Friedman’s voucher school model and the history of education in Ontario. This juxtaposition reveals some of the regulations needed to mitigate the harmful effects of school choice in Ontario.
{"title":"Historical Analysis of School Choice in Ontario: Freedom and Inequality","authors":"Peter Glinos","doi":"10.24908/encounters.v22i0.15072","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.15072","url":null,"abstract":"The article analyzes the contemporary school choice debate in Ontario in relation to the neoliberal models of education instituted by other provinces, and places key issues of the debate within Canada’s historical context. In the first section, this paper focuses on tracing out the push for neoliberal school choice in Ontario within the broader history of its development in Canada, with particular attention to Alberta and British Columbia. The second section examines two aspects of the school choice debate: the issues of freedom of choice, as well as racial and social inequality. Finally, these aspects of school choice are placed alongside Milton Friedman’s voucher school model and the history of education in Ontario. This juxtaposition reveals some of the regulations needed to mitigate the harmful effects of school choice in Ontario.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"25 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82778154","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.v22i0.14999
J. Westberg
Why should educational researchers study the history of education? This article suggests that this research is of immediate relevance to current issues of education and may therefore serve a wide variety of purposes. The main argument is that history of education offers four vital contributions: a unique methodological expertise that in turn enables historians of education to provide educational research with vital explanations, comparisons, and the ability to analyse the use and abuse of history in contemporary educational policy and debate. In short, history of education is vital to educational research, not despite its historical orientation, but because of it. Consequently, this paper poses a challenge, both for the field of educational research to promote educational historical research, and for historians of education to explore the untapped potential of this sub-discipline.
{"title":"What We Can Learn From Studying The Past: The Wonderful Usefulness of History in Educational Research","authors":"J. Westberg","doi":"10.24908/encounters.v22i0.14999","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.14999","url":null,"abstract":"Why should educational researchers study the history of education? This article suggests that this research is of immediate relevance to current issues of education and may therefore serve a wide variety of purposes. The main argument is that history of education offers four vital contributions: a unique methodological expertise that in turn enables historians of education to provide educational research with vital explanations, comparisons, and the ability to analyse the use and abuse of history in contemporary educational policy and debate. In short, history of education is vital to educational research, not despite its historical orientation, but because of it. Consequently, this paper poses a challenge, both for the field of educational research to promote educational historical research, and for historians of education to explore the untapped potential of this sub-discipline.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"37 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80620450","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 : 2020-11-19DOI: 10.24908/encounters.v21i0.14458
Manuel Correa Serrano, Macarena Ponce de León
This article, accompanied by the video of the temporary exhibition of the Museo Histórico Nacional de Chile, MHC (National Historical Museum of Chile), called “Sinopsis, sentidos de nación” (Synopsis, senses of the nation), reflects upon the challenges that a national history museum faces in the 21st century. This museum, created in 1911, still exhibits a story almost exclusively focused on the feat of the Nation-state and groups of power; an urban, male and military history, which ignores the historical character of minorities. Today, this historical construction results in the difficulty that national history museums, such as the Chilean one, have in transforming themselves into spaces for public dialogue about the past. The temporary exhibition of the MHN “Sinopsis, sentidos de nación”, seeks to advance towards new museological proposals that incorporate this reflection. To achieve this, it proposes a temporary journey on the different senses of belonging in the history of Chile. While the video takes us on a tour of the exhibition, this article seeks to clarify the declaration of intention of its museological and museographic approach in educational, narrative and political terms, with the aim of answering pedagogical questions about the role of a museum with a national vocation and historical dedication, as well as to incorporate minorities in an inclusive and intersectional perspective.
本文附有智利国家历史博物馆(Museo Histórico Nacional de Chile, MHC)的临时展览视频，名为“Sinopsis, sentidos de nación”(概要，国家的感觉)，反映了21世纪国家历史博物馆所面临的挑战。这座建于1911年的博物馆至今仍在展示一个几乎完全专注于民族国家和权力集团壮举的故事;一部城市、男性和军事史，忽视了少数民族的历史特征。今天，这种历史建筑导致国家历史博物馆，如智利的国家历史博物馆，在将自己转变为关于过去的公共对话空间方面遇到了困难。MHN“Sinopsis, sentidos de nación”的临时展览，寻求推进新的博物馆学建议，结合这一反思。为了实现这一目标，它提出了一个关于智利历史上不同归属感的临时之旅。在视频带领我们参观展览的同时，本文试图从教育、叙事和政治的角度阐明其博物馆学和博物馆学方法的意图宣言，旨在回答有关博物馆在国家使命和历史奉献中所扮演角色的教学问题，并以包容和交叉的视角纳入少数民族。
{"title":"Sentidos de nación, reflexión pedagógica en el cambio de guion en el Museo Histórico Nacional de Chile","authors":"Manuel Correa Serrano, Macarena Ponce de León","doi":"10.24908/encounters.v21i0.14458","DOIUrl":"https://doi.org/10.24908/encounters.v21i0.14458","url":null,"abstract":"This article, accompanied by the video of the temporary exhibition of the Museo Histórico Nacional de Chile, MHC (National Historical Museum of Chile), called “Sinopsis, sentidos de nación” (Synopsis, senses of the nation), reflects upon the challenges that a national history museum faces in the 21st century. This museum, created in 1911, still exhibits a story almost exclusively focused on the feat of the Nation-state and groups of power; an urban, male and military history, which ignores the historical character of minorities. Today, this historical construction results in the difficulty that national history museums, such as the Chilean one, have in transforming themselves into spaces for public dialogue about the past. The temporary exhibition of the MHN “Sinopsis, sentidos de nación”, seeks to advance towards new museological proposals that incorporate this reflection. To achieve this, it proposes a temporary journey on the different senses of belonging in the history of Chile. While the video takes us on a tour of the exhibition, this article seeks to clarify the declaration of intention of its museological and museographic approach in educational, narrative and political terms, with the aim of answering pedagogical questions about the role of a museum with a national vocation and historical dedication, as well as to incorporate minorities in an inclusive and intersectional perspective.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"47 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87923769","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 : 2020-11-16DOI: 10.24908/encounters.v21i0.14104
Joaquim Pintassilgo, A. C. R. D. Andrade
This article aims to reflect on the appropriations of pedagogies presented as alternatives to the so-called traditional pedagogy, in Portugal, from the 1950s to the 1970s, whilst under an authoritarian regime. Furthermore, it aims to assess the role played in this movement by a group of educators who were considered progressive. We also propose, within this framework, to think through the complexity of the relations between tradition and innovation, using the concept of “tradition of innovation” as a reference point.
{"title":"Pedagogical Renewal in Portugal Between the 1950s and the 1970s: Actors, Reception of Ideas, Educational Experiences","authors":"Joaquim Pintassilgo, A. C. R. D. Andrade","doi":"10.24908/encounters.v21i0.14104","DOIUrl":"https://doi.org/10.24908/encounters.v21i0.14104","url":null,"abstract":"This article aims to reflect on the appropriations of pedagogies presented as alternatives to the so-called traditional pedagogy, in Portugal, from the 1950s to the 1970s, whilst under an authoritarian regime. Furthermore, it aims to assess the role played in this movement by a group of educators who were considered progressive. We also propose, within this framework, to think through the complexity of the relations between tradition and innovation, using the concept of “tradition of innovation” as a reference point.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"136 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79639292","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 : 2020-11-16DOI: 10.24908/encounters.v21i0.14334
Lorenzo Delgado Gómez-Escalonilla
From the end of the 1950s, Spain’s political leaders felt the need to promote changes in the educational system that would bring it up to date and give more space to practical content and technical training. International organizations played a leading role in the propagation of these new ideas and organizational practices for the training of human capital and its contribution to economic development. The reports and guidelines of the OECD and UNESCO disseminated prior experiences on educational planning carried out in Latin America, at the same time that they functioned as channels for the transmission of knowledge and teaching methods throughout the 1960s. The modernizing sectors of the Francoist elite (the technocrats) were the main liaisons with those international organizations. They were convinced that it was necessary to reform an obsolete and class-based system to adapt it to the demands of a society that was undergoing a strong process of economic growth. Such schemes, likewise, proved useful to the political project of authoritarian modernization that was propping up the Franco dictatorship. This text will examine the relationship of the Spanish state with the international organizations that provided advice and funding to undertake a set of changes in education, changes that would culminate in the General Education Law of 1970 at the start of the following decade.
{"title":"International Organizations and Educational Change in Spain during the 1960s","authors":"Lorenzo Delgado Gómez-Escalonilla","doi":"10.24908/encounters.v21i0.14334","DOIUrl":"https://doi.org/10.24908/encounters.v21i0.14334","url":null,"abstract":"From the end of the 1950s, Spain’s political leaders felt the need to promote changes in the educational system that would bring it up to date and give more space to practical content and technical training. International organizations played a leading role in the propagation of these new ideas and organizational practices for the training of human capital and its contribution to economic development. The reports and guidelines of the OECD and UNESCO disseminated prior experiences on educational planning carried out in Latin America, at the same time that they functioned as channels for the transmission of knowledge and teaching methods throughout the 1960s. The modernizing sectors of the Francoist elite (the technocrats) were the main liaisons with those international organizations. They were convinced that it was necessary to reform an obsolete and class-based system to adapt it to the demands of a society that was undergoing a strong process of economic growth. Such schemes, likewise, proved useful to the political project of authoritarian modernization that was propping up the Franco dictatorship. This text will examine the relationship of the Spanish state with the international organizations that provided advice and funding to undertake a set of changes in education, changes that would culminate in the General Education Law of 1970 at the start of the following decade.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"18 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88086169","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 : 2020-11-16DOI: 10.24908/encounters.v21i0.14097
Letterio Todaro
Up until the 1970s, comparative research on education had been scarcely developed in Italy. The rise of a general attention on the promising chances offered by the comparative inquiries in educational sciences was mainly due to the growing influence of several international institutions and organizations in framing a number of studies and reports on the educational process within a comparative perspective. However, the development of comparative education also met resistances and constraints in the Italian framework. A lot of critical voices rising from radical, neo-Marxist, and “not aligned” cultures questioned the alleged impartiality of the comparative discipline, expounding serious concern about the legitimacy of its scientific pretensions. On the whole, the outstanding critical views on the rise of comparative education fostered a wide suspicion of the influence of global agents in assessing the goals of education and particularly of the role of the main international organizations leading the strategies for global development.
{"title":"Concerns and Suspicions on a Questionable Science in the Era of Ideologies: The Hard Pathway of Comparative Education in Italy during the 1970s","authors":"Letterio Todaro","doi":"10.24908/encounters.v21i0.14097","DOIUrl":"https://doi.org/10.24908/encounters.v21i0.14097","url":null,"abstract":"Up until the 1970s, comparative research on education had been scarcely developed in Italy. The rise of a general attention on the promising chances offered by the comparative inquiries in educational sciences was mainly due to the growing influence of several international institutions and organizations in framing a number of studies and reports on the educational process within a comparative perspective. However, the development of comparative education also met resistances and constraints in the Italian framework. A lot of critical voices rising from radical, neo-Marxist, and “not aligned” cultures questioned the alleged impartiality of the comparative discipline, expounding serious concern about the legitimacy of its scientific pretensions. On the whole, the outstanding critical views on the rise of comparative education fostered a wide suspicion of the influence of global agents in assessing the goals of education and particularly of the role of the main international organizations leading the strategies for global development.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"21 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84362393","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 : 2020-11-16DOI: 10.24908/encounters.v21i0.14404
Naya Luis
L’étude des écoles et collèges religieux en Espagne manque de sources faisant état des activités scolaires et parascolaires qu’elles ont menées tout au long du XXe siècle. Les documents appelés Memorias Escolares (Annuaires scolaires) fournissent des informations importantes sur ces questions. Le premier objectif de cet article est de présenter cette source documentaire publiée annuellement par des écoles et collèges importants gérés par des ordres et des congrégations religieuses masculines en Espagne. Le seconde consiste à analyser la fonction de ces publications, où l’on raconte le récit historique des établissements, élaborés par les écoles elles-mêmes et avec une grande richesse informative sur les activités pratiquées tout au long de l’année. Troisièmement, nous voulons mettre en évidence le rôle des annuaires et leur relation avec la construction de la mémoire des étudiants, à travers les éditeurs, les photographies ou leurs orientations professionnelles. Par conséquent, les annuaires sont une source documentaire importante pour connaître non seulement les pratiques scolaires, mais aussi le lien qu’ils ont établi avec les élèves pour façonner une identité et construire une mémoire pour l’avenir.
{"title":"Les Annuaires Scolaires : la richesse d’une source pour l’histoire de l’école et des élèves","authors":"Naya Luis","doi":"10.24908/encounters.v21i0.14404","DOIUrl":"https://doi.org/10.24908/encounters.v21i0.14404","url":null,"abstract":"L’étude des écoles et collèges religieux en Espagne manque de sources faisant état des activités scolaires et parascolaires qu’elles ont menées tout au long du XXe siècle. Les documents appelés Memorias Escolares (Annuaires scolaires) fournissent des informations importantes sur ces questions. Le premier objectif de cet article est de présenter cette source documentaire publiée annuellement par des écoles et collèges importants gérés par des ordres et des congrégations religieuses masculines en Espagne. Le seconde consiste à analyser la fonction de ces publications, où l’on raconte le récit historique des établissements, élaborés par les écoles elles-mêmes et avec une grande richesse informative sur les activités pratiquées tout au long de l’année. Troisièmement, nous voulons mettre en évidence le rôle des annuaires et leur relation avec la construction de la mémoire des étudiants, à travers les éditeurs, les photographies ou leurs orientations professionnelles. Par conséquent, les annuaires sont une source documentaire importante pour connaître non seulement les pratiques scolaires, mais aussi le lien qu’ils ont établi avec les élèves pour façonner une identité et construire une mémoire pour l’avenir.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"11 7 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78797500","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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