Pub Date : 2021-12-31DOI: 10.31819/9783968691558-002
Juan Pro
{"title":"1. América: la práctica de la utopía","authors":"Juan Pro","doi":"10.31819/9783968691558-002","DOIUrl":"https://doi.org/10.31819/9783968691558-002","url":null,"abstract":"","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"75 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85306742","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}
In the present study, by means of private letters, memoirs, as well as school registry forms, we focus on aristocratic children’s language education: what languages did they study, with whom did they study them, with what methods and for what purpose – whether at home or in school. After 1867, the aristocracy retained its multilingual facility. The daughters of the family typically continued studying at home, guided by foreign governesses and Hungarian home tutors. Besides Hungarian, they usually acquired three languages (French, German, English) to a proficient level, by help of a method that placed the emphasis on speaking. The boys’ language studies progressed in a similar way, the difference being that they were more likely to study in public schools – abroad or in Hungary. Within the high society, the two most sought-after foreign institutions were the Theresianum in Vienna and the Jesuit secondary grammar school in Kalksburg. In these, the students had the chance to choose from among several classical and modern languages to study; moreover, however surprising it might seem at first glance, they also placed a great emphasis on nurturing the Hungarian language. Thus, by the time they reached adulthood, the daughters and sons of high nobility became polished speakers and readers of foreign languages, which, besides cultivating their international family relations, also helped them in keeping abreast on world events, as well as in literature and the sciences, not to mention – in the case of the boys – constituting an advantage in their career fields.
{"title":"Learning Languages among Aristocrats in Hungary (1867-1918)","authors":"M. Rébay","doi":"10.14516/ete.358","DOIUrl":"https://doi.org/10.14516/ete.358","url":null,"abstract":" In the present study, by means of private letters, memoirs, as well as school registry forms, we focus on aristocratic children’s language education: what languages did they study, with whom did they study them, with what methods and for what purpose – whether at home or in school. After 1867, the aristocracy retained its multilingual facility. The daughters of the family typically continued studying at home, guided by foreign governesses and Hungarian home tutors. Besides Hungarian, they usually acquired three languages (French, German, English) to a proficient level, by help of a method that placed the emphasis on speaking. The boys’ language studies progressed in a similar way, the difference being that they were more likely to study in public schools – abroad or in Hungary. Within the high society, the two most sought-after foreign institutions were the Theresianum in Vienna and the Jesuit secondary grammar school in Kalksburg. In these, the students had the chance to choose from among several classical and modern languages to study; moreover, however surprising it might seem at first glance, they also placed a great emphasis on nurturing the Hungarian language. Thus, by the time they reached adulthood, the daughters and sons of high nobility became polished speakers and readers of foreign languages, which, besides cultivating their international family relations, also helped them in keeping abreast on world events, as well as in literature and the sciences, not to mention – in the case of the boys – constituting an advantage in their career fields. ","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48718677","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}
Carlos Menguiano Rodríguez, María del Mar Del Pozo Andrés
This article attempts to establish the model of traditional pedagogical renovation that persisted among Spanish teachers in the 1930s: the regenerationist model. The origins of this model can be found in the social movement of nineteenth century regenerationism, which spurred a model of school practices based on the fin-de siècle concepts of encyclopedism and on the graded school. The fact that teachers active during the Second Republic continued to consider these ideas to be innovative attests to a pedagogical anachronism in school practices. In order to examine this anachronism, we have resorted to the files from the public examination of teachers competing for the position of school headteacher in 1932, and in particular, the part of the exam where teachers give an account of their professional work. Through our analysis of the narratives presented, we are able to conclude that regenerationist ideas, as well as their translation into practice, constituted an important part of the professional identity of schoolteachers during the Republic.
{"title":"Regenerationist school practice: The model of traditional pedagogical renovation of teachers during Spain’s Second Republic","authors":"Carlos Menguiano Rodríguez, María del Mar Del Pozo Andrés","doi":"10.14516/ete.457","DOIUrl":"https://doi.org/10.14516/ete.457","url":null,"abstract":"This article attempts to establish the model of traditional pedagogical renovation that persisted among Spanish teachers in the 1930s: the regenerationist model. The origins of this model can be found in the social movement of nineteenth century regenerationism, which spurred a model of school practices based on the fin-de siècle concepts of encyclopedism and on the graded school. The fact that teachers active during the Second Republic continued to consider these ideas to be innovative attests to a pedagogical anachronism in school practices. In order to examine this anachronism, we have resorted to the files from the public examination of teachers competing for the position of school headteacher in 1932, and in particular, the part of the exam where teachers give an account of their professional work. Through our analysis of the narratives presented, we are able to conclude that regenerationist ideas, as well as their translation into practice, constituted an important part of the professional identity of schoolteachers during the Republic.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41726000","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}
This research work is a study of Atlas metódico para la enseñanza de la geografía de la República mexicana, prepared by Antonio Garcia Cubas and published in 1874. The work is structured in two lines. The first is about the representations and discourses that the atlas has, based on the premise that all cartographic works are sociocultural products, rather than an objective and faithful portrait of spatial reality. The second line is the link between the content of the atlas and the historical context in which it emerged: that is the emergence of the public instruction system, orchestrated by the liberal state as a result of the affirmation of its nation project. In that tenor, the idea of visualizing and spreading the cartographic image of the Mexican nation acquired a specific meaning. Therefore, I try to give an account of how the atlas (in tune with other school books of period), sought to systematize and visualize an idea of spatial order anchored in the limits of the nation state, as well as in the foundations of a geographical knowledge of that time.
这项研究工作是对Atlas metódico para la enseñanza de la geografía de la República mexicana的研究，由Antonio Garcia Cubas编写并于1874年出版。这部作品分为两部分。第一个是关于地图集的表现和话语，基于所有制图作品都是社会文化产品的前提，而不是对空间现实的客观和忠实的描绘。第二条线是地图集的内容与其出现的历史背景之间的联系:即公共教育系统的出现，由自由主义国家精心策划，作为对其国家计划的肯定的结果。在这种情况下，将墨西哥民族的地图形象形象化和传播的想法具有了特定的意义。因此，我试图说明地图集(与当时的其他教科书保持一致)是如何试图将空间秩序的概念系统化和形象化的，这种概念植根于民族国家的界限，以及当时地理知识的基础。
{"title":"Discurso geográfico, representaciones culturales y publicaciones impresas. El Atlas metódico de Antonio García Cubas y el contexto escolar mexicano, 1867-1880","authors":"Mario Jocsán Bahena Aréchiga Carrillo","doi":"10.14516/ete.368","DOIUrl":"https://doi.org/10.14516/ete.368","url":null,"abstract":"This research work is a study of Atlas metódico para la enseñanza de la geografía de la República mexicana, prepared by Antonio Garcia Cubas and published in 1874. The work is structured in two lines. The first is about the representations and discourses that the atlas has, based on the premise that all cartographic works are sociocultural products, rather than an objective and faithful portrait of spatial reality. The second line is the link between the content of the atlas and the historical context in which it emerged: that is the emergence of the public instruction system, orchestrated by the liberal state as a result of the affirmation of its nation project. In that tenor, the idea of visualizing and spreading the cartographic image of the Mexican nation acquired a specific meaning. Therefore, I try to give an account of how the atlas (in tune with other school books of period), sought to systematize and visualize an idea of spatial order anchored in the limits of the nation state, as well as in the foundations of a geographical knowledge of that time.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45513803","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}
In 1968 in Uruguay, as in many countries all over the world, a student movement broke up, impulsed by the high school students and joined by university students. It began in April as a claim against an increase in the price of the bus ticket and for a better budget dedicated to education. In a context of deep economic and social crisis, these demonstrations of unrest were common. But the increasing violence of the demonstrators, the radicalization of the student collective actions and the systematization of armed repression changed its nature during the austral winter. The proclamation of the state of emergency restraining the individual liberties and several student’s deaths by the police are maybe the strongest symbols of this violence, which kept increasing until the coup d’état in 1973. In order to propose a general overview of the Uruguayan ’68, this paper will expose the global and national contexts as well as the research field on the subject. Afterward, it will focus on the local scale to present a brief account of the events. It will finally consider some opening reflections about the relation between the students and media. Based on some of our own research, we intend to propose the idea of an informational field as an object of study, as a way to consider the encounter and struggle of multiple protagonists for the construction of representations of the students’ protest. Particularly in 1968, this also implies contemplate transnational circulations of information that articulate local and global scales.
{"title":"The Uruguayan ‘68: Student Unrest and Breakdown of Democracy","authors":"Camille Gapenne","doi":"10.14516/ete.545","DOIUrl":"https://doi.org/10.14516/ete.545","url":null,"abstract":"In 1968 in Uruguay, as in many countries all over the world, a student movement broke up, impulsed by the high school students and joined by university students. It began in April as a claim against an increase in the price of the bus ticket and for a better budget dedicated to education. In a context of deep economic and social crisis, these demonstrations of unrest were common. But the increasing violence of the demonstrators, the radicalization of the student collective actions and the systematization of armed repression changed its nature during the austral winter. The proclamation of the state of emergency restraining the individual liberties and several student’s deaths by the police are maybe the strongest symbols of this violence, which kept increasing until the coup d’état in 1973. In order to propose a general overview of the Uruguayan ’68, this paper will expose the global and national contexts as well as the research field on the subject. Afterward, it will focus on the local scale to present a brief account of the events. It will finally consider some opening reflections about the relation between the students and media. Based on some of our own research, we intend to propose the idea of an informational field as an object of study, as a way to consider the encounter and struggle of multiple protagonists for the construction of representations of the students’ protest. Particularly in 1968, this also implies contemplate transnational circulations of information that articulate local and global scales.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45919829","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}
The essay aims at highlighting the rise of a critical thought on education within the Italian framework, during the Seventies, for the cultural enterprise carried on by a revolutionary book collection in educational studies named «Il Puntoemme». The book collection started in 1971 and survived till 1985, having its best time in the middle of the Seventies. The book series conveyed a plurality of different voices coming from the radical cultures aligned in that revolutionary period. A survey on the main topics characterizing the cultural address showed by the publications appeared under the emblem «Il Puntoemme» looks very interesting to get the critical spirit animating the editorial enterprise. It supported the development of a lot of educational issues coming from the area of the contemporary «counter-cultures»: the need for a not-authoritative education, the commitment for new morals corresponding to the sexual emancipation, the reveal of the ideological elements framing the traditional beliefs in social education, the disclose of the hidden curriculum at school, the encouragement of the cooperative methods as matching the essence of the democratic conduct, and so on. In so far, the radical perspectives supported by «Il Puntoemme» collection clearly showed its rooting into an antagonistic character typical of the Seventies, often inspiring the assumption of radical solutions, like the demand for a complete dismantling of the educational settings or the more proper deinstitutionalization of education.
{"title":"Alternative pedagogiche e costruzione di spazi per lo sviluppo di un pensiero critico sull’educazione: la collana editoriale «Il Puntoemme» nell’Italia degli anni Settanta","authors":"Letterio Todaro","doi":"10.14516/ete.355","DOIUrl":"https://doi.org/10.14516/ete.355","url":null,"abstract":"The essay aims at highlighting the rise of a critical thought on education within the Italian framework, during the Seventies, for the cultural enterprise carried on by a revolutionary book collection in educational studies named «Il Puntoemme». The book collection started in 1971 and survived till 1985, having its best time in the middle of the Seventies. The book series conveyed a plurality of different voices coming from the radical cultures aligned in that revolutionary period. A survey on the main topics characterizing the cultural address showed by the publications appeared under the emblem «Il Puntoemme» looks very interesting to get the critical spirit animating the editorial enterprise. It supported the development of a lot of educational issues coming from the area of the contemporary «counter-cultures»: the need for a not-authoritative education, the commitment for new morals corresponding to the sexual emancipation, the reveal of the ideological elements framing the traditional beliefs in social education, the disclose of the hidden curriculum at school, the encouragement of the cooperative methods as matching the essence of the democratic conduct, and so on. In so far, the radical perspectives supported by «Il Puntoemme» collection clearly showed its rooting into an antagonistic character typical of the Seventies, often inspiring the assumption of radical solutions, like the demand for a complete dismantling of the educational settings or the more proper deinstitutionalization of education.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47276228","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}
The purpose of this article is to analyze the mid-term consequences of the institutional expansion that took place in the nineteen seventies in Argentina, in light of the results yielded by studies carried out in the region by international organizations. This process aimed to reform and restructure the existing state universities into an American research model. We argue that this process did not accomplish its initial objectives, but led instead to an exacerbation of existing structural problems and gave rise to a differentiation process among public universities in the country. In order to do that, we will use first and second-hand sources.
{"title":"Educational Reform Policies in Argentina in the 1970s: The Beginning of a Differentiation Process among National Universities?","authors":"Mariana Mendonça","doi":"10.14516/ete.356","DOIUrl":"https://doi.org/10.14516/ete.356","url":null,"abstract":"The purpose of this article is to analyze the mid-term consequences of the institutional expansion that took place in the nineteen seventies in Argentina, in light of the results yielded by studies carried out in the region by international organizations. This process aimed to reform and restructure the existing state universities into an American research model. We argue that this process did not accomplish its initial objectives, but led instead to an exacerbation of existing structural problems and gave rise to a differentiation process among public universities in the country. In order to do that, we will use first and second-hand sources.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43603515","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}
Having regard the political history of education and the cultural history of ideas, in this paper I propose to explain the way in which local power obtained political control from the University and and I also want to show the presence of Spanish conservative thought, following the ideas of José Ortega y Gasset and the Francoists about the «mission» of the University. For this, on the one hand I describe the configuration of the new Mexican State and in the regional political context, the political and cultural consolidation of the avilacamachista chiefdom. Then, in a second moment, I describe and analyze the organic laws of the University passed in 1937 and 1941 and their respective exhibitions of reasons. What interests me to emphasize in the conclusions is the permanence in the University of traditional cultural practices identified with conservative thinking, not only due to legislation that in 1941 was proposed to «copy» the Francoist university model, but also thanks to the predominance of a group of Catholic militants whose sympathies for Franco were evident and also because chiefdom was able to control and reduce the political influence of other groups. The article is based on interviews with survivors of the time, archival and printed sources and biblio-hemerographic references.
{"title":"La veta orteguiana y franquista en las leyes orgánicas de la Universidad de Puebla, México, 1937 y 1941","authors":"Jesús Márquez Carrillo","doi":"10.14516/ete.352","DOIUrl":"https://doi.org/10.14516/ete.352","url":null,"abstract":"Having regard the political history of education and the cultural history of ideas, in this paper I propose to explain the way in which local power obtained political control from the University and and I also want to show the presence of Spanish conservative thought, following the ideas of José Ortega y Gasset and the Francoists about the «mission» of the University. For this, on the one hand I describe the configuration of the new Mexican State and in the regional political context, the political and cultural consolidation of the avilacamachista chiefdom. Then, in a second moment, I describe and analyze the organic laws of the University passed in 1937 and 1941 and their respective exhibitions of reasons. What interests me to emphasize in the conclusions is the permanence in the University of traditional cultural practices identified with conservative thinking, not only due to legislation that in 1941 was proposed to «copy» the Francoist university model, but also thanks to the predominance of a group of Catholic militants whose sympathies for Franco were evident and also because chiefdom was able to control and reduce the political influence of other groups. The article is based on interviews with survivors of the time, archival and printed sources and biblio-hemerographic references.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45796288","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}
Lucien Criblez works and researches at the University of Zurich, where he has held the professorship for Historical Educational Research and Educational Policy since 2008. His publication record encompasses more than 28 authored, edited or co-edited books, and countless journal articles as well as book chapters on the history of education, educational policy analysis, school theory and teacher education. Prior to his position in Zurich, Criblez held a professorial position for pedagogy at the University of Applied Sciences and Arts Northwestern Switzerland, where he also served as director of the Institute for Research and Development. Lucien Criblez is one of only few academics who unites theory and practice as he pursued his studies in Bern (1987–1997) and Zurich (1999–2003), while gaining experience in youth work, teacher education and educational administration. He has held multiple public positions related to his areas of expertise.
{"title":"Historical research in education: Understanding contemporary situations and conditions through analysis of the relevant history. An Interview with the Lucien Criblez","authors":"Michaela Vogt, Annemarie Augschöll Blasbichler","doi":"10.14516/ete.433","DOIUrl":"https://doi.org/10.14516/ete.433","url":null,"abstract":"Lucien Criblez works and researches at the University of Zurich, where he has held the professorship for Historical Educational Research and Educational Policy since 2008. His publication record encompasses more than 28 authored, edited or co-edited books, and countless journal articles as well as book chapters on the history of education, educational policy analysis, school theory and teacher education. Prior to his position in Zurich, Criblez held a professorial position for pedagogy at the University of Applied Sciences and Arts Northwestern Switzerland, where he also served as director of the Institute for Research and Development. Lucien Criblez is one of only few academics who unites theory and practice as he pursued his studies in Bern (1987–1997) and Zurich (1999–2003), while gaining experience in youth work, teacher education and educational administration. He has held multiple public positions related to his areas of expertise.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47585217","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}
Based on Hugo Zemelman’s notion of the autonomous subject as the ability to react to circumstances, this article offers a theoretical reading of two historical moments of the Chilean teachers’ movement where processes of pedagogical renewal are unfolded through the activation of a teacher subject. The first moment takes place in the first half of the 20th century with the emergence of pedagogical experimentation and its ability to renew pedagogical «normalism» The second takes place at the end of the 20th century with the emergence of a Pedagogical Movement and its ability to renew a teaching policy configured by the economic parameters of neoliberal precariousness. Methodologically, I turn to secondary sources to analyse both historical moments. Rather than obeying a historiographic work, the analysis consists of a theoretical reading of both historical moments, and it illustrates that an autonomous teacher subject, capable of thinking critically about its circumstances, is key to unfolding processes of pedagogical renewal. By way of conclusion, I argue that both teachers’ movements share a process of activation and pedagogical renewal of the educational thinking of teachers. I also briefly refer to the political, theoretical, and practical challenge emerging from the analysis: how to keep autonomy flowing.
{"title":"An autonomous teacher subject as a force of pedagogical renewal: two historical moments of activation of the teacher’s movement in Chile","authors":"F. Acuña","doi":"10.14516/ete.458","DOIUrl":"https://doi.org/10.14516/ete.458","url":null,"abstract":"Based on Hugo Zemelman’s notion of the autonomous subject as the ability to react to circumstances, this article offers a theoretical reading of two historical moments of the Chilean teachers’ movement where processes of pedagogical renewal are unfolded through the activation of a teacher subject. The first moment takes place in the first half of the 20th century with the emergence of pedagogical experimentation and its ability to renew pedagogical «normalism» The second takes place at the end of the 20th century with the emergence of a Pedagogical Movement and its ability to renew a teaching policy configured by the economic parameters of neoliberal precariousness. Methodologically, I turn to secondary sources to analyse both historical moments. Rather than obeying a historiographic work, the analysis consists of a theoretical reading of both historical moments, and it illustrates that an autonomous teacher subject, capable of thinking critically about its circumstances, is key to unfolding processes of pedagogical renewal. By way of conclusion, I argue that both teachers’ movements share a process of activation and pedagogical renewal of the educational thinking of teachers. I also briefly refer to the political, theoretical, and practical challenge emerging from the analysis: how to keep autonomy flowing. ","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41761841","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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