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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 aims to analyze articles published in the 1980s, in Jornal do Brasil and in Folha de São Paulo, emphasizing the news that articulate autism and education. It is a documentary research, with a historic approach, considering the notes of Luca (2005) ─ who comprises the newspapers as relevant sources for the construction of historical narratives ─ and Pontes and Silva (2012), who understand that the newspapers depict and built the reality in its pages. It was observed that, along with the educational service measures focused on autists, the associations have developed an important work to disseminate the theme in Brazil, indicating the relevance of the familiar activism, that left, as a legacy, the beginning of the debate about the importance of the rights of autistics to access education. [ABSTRACT FROM AUTHOR]

The GT 02 - History of Education, from ANPED - National Association of Postgraduate and Research in Education is the object of this study, which aims to identify the main themes, historiographic and theoretical currents in this work group, at the national meetings of 2015 and 2017. It starts from the development of GT 02, followed by the analysis of all the papers presented in the years mentioned before, mainly from the titles, themes, types of research, thematic research fields and theoretical references. The main source of this research was the ANPED website and the analyzes rely on a bibliographical research base and specific theoretical reference of the main aspects raised in the study of the mentioned works. The pertinence is to obtain a set of data that will reveal how these specific researchers, as a group, are dealing with the complexities involved in research in History of Education, in the meanderings of a research proposal that permeates both the field of History and Education, and therefore encompasses a myriad of issues and themes. [ABSTRACT FROM AUTHOR]

The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jung's own engagement with the field of education and ending with later post-Jungian applications of his concepts and ideas to education. [ABSTRACT FROM AUTHOR]

Current paper analyzes the textbook called Pequena História da Educação by Sisters Francisca Peeters and Augusta de Cooman (1936), which was widely used in Training Colleges in Brazil. The concept of History, Education and Childhood in the textbook are discussed. [ABSTRACT FROM AUTHOR]

An analysis of Max Weber's The Protestant Ethic and the Spirit of Capitalism reveals that the word "culture" is explicitly mentioned at least 43 times depending on the edition and translation. Culture is relevant as the foundation of the argumentative structure since it allows for the differentiation of human groups and their peculiar characteristics. From a cosmopolitan point of view, Weber's question is still pertinent given the advances of global thinking, its recent dissemination, and its acceptance within academic circles. With cosmopolitanism as its main guide, this paper analyses the use of the word "culture: in the book in order to inspire a debate on how to define a cosmopolitan ethos. While there is a persistent inquiry onto the applicable ethical-political mechanisms, the cosmopolitan literature converges towards education as an answer to the problem of culture in a globalized world. [ABSTRACT FROM AUTHOR]

On this work we will review some of the first revealed strategies by the Pewenche groups of Alto Bío Bío to adapt to the reductional situation, characterized for the asymmetric relation between this groups with the Chilean major society, becoming an ethnic group or native group (indigenous community). In this paper it will be characterized and exhibited both intragroup and extragroup interaction levels. [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]

In this paper, we will analyze the level of conflict of teachers in the eighties in Argentina. We will do so through the study of the teacher union of the province of Santa Fe and of the 1988 strike that had a major national impact. This protest took different names, such as "Maestrazo", "White Demonstration" or "White Strike", but they all referred to the same scenario: mass mobilization encouraged by teachers and their union representatives in a troubled political, economic and cultural context at national level. [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]

This study tries to make a revision of the conflicts, negotiations and coexistences that characterized the configuration of the pedagogical field in Argentina during the 1930s, as well as recognizing the place that the New School occupied in it. This school of thought was not totally consistent as a whole: in fact, there was a wide range of interpretations about these ideas. In the Argentine pedagogical field of this decade, the relationship between the State and the educationalists who promoted New School's ideas was not always characterized by imposition or transgression. The New School wasn't an outsider in the educational system and the educational policy received its influence. Argentine promoters of New School that gathered around La Obra tried to present themselves as innovators in terms of pedagogical knowledge in order to appear as the only group capable of transforming the educational system as well as the only qualified to become spokesman for all the teachers in the country. This paper will analyze the underlying logic of the speeches of teachers and educationalists. It will be stated throughout this article that even though the Argentine pedagogical field had close connections with politics, it also followed its own path. [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]

When using history as a source of moral lessons, Glover assumes that his analysis is ethical in character and morally good. How to justify both assumptions is our aim in this paper. [ABSTRACT FROM AUTHOR]