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In this paper, we describe the elements that characterize the teaching of Mathematics in the Ave María Schools, founded and run by Andrés Manjón in Granada between 1889 and 1923. He stood up for a peculiar model of integrated education, based on Christian values, and he also developed his own methodological principles, similar in many ways to those of the emerging École Nouvelle. The selection and analysis of several sources has allowed us to set his teaching of Mathematics within this pedagogical framework and has suggested us the idea that the strategies used by Manjón in order to teach Arithmetic and Geometry could be innovative at that time and, perhaps, valuable from the point of view of contemporary Didactics. [ABSTRACT FROM AUTHOR]

This paper focusses on the specificity of study the body. To perform this task we carried out four reflections to think how to investigate the object body: that it is an epistemic limit begin conceiving as essential or a material object that, therefore, strictly speaking we do not study bodies but practices which take the body as an study object, that implies necessarily interpreting and questioning the body as plural - in other words, not presuppose it as a holistic uniqueness or as a dualistic unity, or a union result of an integration of parts - and that investigate the body undertakes to think about the historical socio-cultural context in which that practice investigated develops, as well as those who carry it out -what we have called the framework body-subject-political-. Towards the end of this text, as appendix, we outline a set of guidelines about the specificity of analyzing the education of the body. [ABSTRACT FROM AUTHOR]

This paper discusses a research on the incidence of forgetfulness of teachers in the subject image and the configuration of society. Oblivion is a constant in human societies and it appears to be stronger in societies, such as Colombia, that have failed to grow, to set the ground as a project due to the political haste, the weakness memory and the inordinate capacity to forget. Little by little, an essential question encircled the research horizon: if people forget, if teachers forget how to teach: what are these oversights, and what do they consist of? [ABSTRACT FROM AUTHOR]

In this paper I shall address a series of remarks made by Kant in the context of his pedagogical reflections in order to show the fundamental character that the idea (or ideal) of education must assume in every pedagogical project. The kantian conception of a perfectible human nature --and directly related to it, the idea of a progress of the social institutions, which can be reached through the improvement of educational institutions-- represents, for Kant, a fundamental principle of every pedagogical enterprise. [ABSTRACT FROM AUTHOR]

This article is focused on the analysis of the historical narrative taught to students during the last dictatorial government in Uruguay, through the official textbooks of National History for Primary School, between 1980-1984. Assuming that during the dictatorial period—within the framework of its foundational project—it was made a political use of the past, this paper explores the characteristics of such use and its relationship with the main features of the regime, through the study of five thematic units, related to different periods or issues of Uruguayan history. The pro-government speech on the past taught in classrooms shows then a combination of traditional historiographical trends with conceptual innovations based on the principles of the National Security Doctrine, a combination of little scientific rigour which clearly aimed at legitimating the regime and laying its foundations. [ABSTRACT FROM AUTHOR]