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Copyright of Perífrasis. Revista de Literatura, Teoría y Crítica is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este trabajo se desprende de una investigación más amplia de la obra Letras de la Nueva España (1948) de Alfonso Reyes, conjunto de siete ensayos, cuyo séptimo lugar corresponde a “La Era Crítica (XVIII y XIX)”. Proponemos un análisis de este ensayo, que se apoyará, en primera instancia, en presupuestos conceptuales del propio Reyes sobre sus conceptos de cultura y síntesis cultural presentes en sus ensayos-conferencias “Notas sobre la inteligencia americana” (1936) y “Posición de América” (1942), y lo observaremos a partir del concepto poscolonial que propone Ángel Rama, del intelectual de la ciudad letrada en su libro La ciudad Letrada (1998). Este contexto conceptual e histórico-cultural será la base para un análisis del discurso de algunos momentos del ensayo, desde las perspectivas de Teun Van Dijk (2000), Helena Calsamiglia y Amparo Tusón (1999), así como desde la teoría de la enunciación de Emile Benveniste (1971). Esto nos permitirá comprender el lugar que Letras de la Nueva España y el ensayo en cuestión ocupan en la obra de Reyes, y la forma en la que el autor se integra al quehacer cultural mexicano y latinoamericano a partir de, en este caso, su valoración de las letras mexicanas del periodo colonial.

Copyright of Social Inequalities & Economic Growth / Nierownosci Spoleczne a Wzrost Gospodarczy is the property of University of Rzeszow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Constelaciones (2340-177X) is the property of Fundacion Universitaria San Pablo - CEU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work aims to analyse the educational and social consequences of the Second World War, through the history of the occupation of Roman schools by the people displaced and bombed. This significant event interrupted, between the Forties and Fifties, the regular teaching for thousands of students and was resolved only through the construction of schools and social housing. It is a multifaceted theme that intertwines the history of education with social and economic aspects, the work, therefore, required a wide range of sources, necessary to reconstruct the complex period and the difficult post-war situation. [ABSTRACT FROM AUTHOR]

This paper aims to present the significant experience of Giuseppe Capretz and his professional interest in calligraphy and literature, with particular regard of his necessary relocation after the Gentile Reform. Significant was the role of the journal he founded, «Calligrafia», which became a sort of trade union bulletin for the calligraphy teachers. Capretz and his process of adaptation to the directives of the regime seem to mark a defeat of his subject, but we discover that these also reflect the feeling of an educational action that has its own reasons, that has important content to pass on to future generations, at the cost of sacrifices and renunciations and that are independent from the nature of the taught subject, be it the modest calligraphy or the Italian literature. [ABSTRACT FROM AUTHOR]

Given the recent introduction of Great Brooks seminars in Europe, stemming from North American collegial tradition, we aim to examine the program that led to their inception: the General Honors at Columbia, a course designed to restore the comprehensive nature of undergraduate education by exposing students to the most significant works in the world of letters. After providing a brief historical context, we delve into its organization, method and implementation, drawing from the memoirs of its architect, John Erskine, and his closest collaborators. Thereafter, we explore the theoretical foundations upon which Erskine, under the influence of George E. Woodberry, built the conception of literature and teaching underlying these seminars. Lastly, in order to assess critically the General Honors, we trace its projection on subsequent programs, analyzing some of their variations - such as adaptation to popular education or integration with instruction of the arts of language - as efforts to achieve two ideals essential to its educational philosophy: the democratization of culture and the growth of intellectual powers. [ABSTRACT FROM AUTHOR]

In the history of Italian Istituto magistrale, the secondary school designed for the primary school's teachers, the discipline of Pedagogy has represented a central element for the education of future teachers. To explore its features, the manuals offer an effective point of observation to evaluate the school model, the implicit and explicit pedagogical theories, the cultural and political debate. While several studies on these sources have already been published in other countries, there is a lack of research on the Italian case. The aim of this article is to start to fill to the brim this historiographical emptiness of a systematic study of Pedagogy manuals, analyzing the structure and differences between some of the main manuals used after Second Word War. [ABSTRACT FROM AUTHOR]

During the early 1900s, educational institutions in the United States and Europe underwent a significant transformation. They evolved into environments that fostered democracy, critical thinking, and community life. The establishment of school communities is being pursued, although there exists a discrepancy among educators regarding the definition of this institution. Greece is proactively advancing school communities by facilitating the translation of works by foreign educators, providing teacher training programs at foreign institutions - primarily in Germany -, and conducting teacher training at Normal Schools. This paper focuses on the efforts made by schools during the interwar period to introduce the institution. Specifically, it highlights the significant contributions of "invisible" teachers in Greek Primary and Secondary Education who played a pivotal role in spreading the institution's influence. Their efforts were instrumental in shaping the educational landscape during this period. [ABSTRACT FROM AUTHOR]

Albino Bernardini was an elementary school teacher and writer who worked to change the Italian school in an inclusive and democratic way. In 1968 he published his first book, Un anno a Pietralata [A Year in Pietralata], which became famous thanks to the director Vittorio De Seta, who inspired him to create the television series Diario di un maestro [Diary of an Elementary School Teacher]. In the various studies dedicated to Bernardini, the phase that preceded the publication of the first book remained largely in the background. It was an important formative period, in which Bernardini's participation in the editorial staff of the pedagogical journal «Riforma della scuola» [School Reform] was decisive for his subsequent work. This article aims to deepen this collaboration, examining the many articles published, their contents, influences and links with books published later. [ABSTRACT FROM AUTHOR]

This paper intends to reconstruct the long and multifaceted intellectual biography of Mario Alighiero Manacorda (1914-2013). The analysis will focus on the four phases of Manacorda's educational research: the Marxism pedagogy (1960s-1970s), the history of education (1970s-1980s), the relationship between laicity and schooling (1980s-1990s) and the history of sport (2000s). The contribution also attempts to show how Manacorda interprets these four themes in the light of the cultural paradigm of Marxism and in particular through the works of Marx, Engels and Gramsci. [ABSTRACT FROM AUTHOR]

This announcement refers to the Enlightening activity of the EO during its operation. EO is an Athenian union with philological literary deviations and a liberal urban character. The organization of speeches and lectures is a key means of spreading the ideas of Demoticism and EO propaganda. They begin to be held from 1912 to 1929. Educational, literary, scientific, ecc. topics were chosen at the weekly meetings in the group and outside the group. Also, since the start of the operation of EO to his split in 1927, tutorial courses were organized with the aim of clarifying issues of educational, scientific and social content, followed by a discussion with the listeners. [ABSTRACT FROM AUTHOR]

The contribution aims to relate the representation of work emerging in the dossier series Biblioteca di Lavoro, directed by Mario Lodi, and in Lodi's class journals to the social, pedagogical and political ideas of Lodi and other teachers' afferent to Movimento di Cooperazione Educativa in Italy in the Seventies. In the dossiers and the journals considered, the teachers start from the child's experience of work, mostly lived within the family, to stimulate a debate on the social problems and dynamics. The various representations of work, in Lodi's idea, contributes to develop a critical attitude in the students and an awareness of their role in a democratic society. [ABSTRACT FROM AUTHOR]

Hungary, the regular and significant appearance of (descriptive) statistics in elementary school curricula is due to the name and work of Tamás Varga (and his colleagues). Combinatorics, probability and statistics as a separate theme - was integrated into the elementary school curriculum in 1978. In this article, we examine two main questions, primarily concerning the 5-8 grade age group: 1) What traces of descriptive statistics can be discovered in the curricula before 1978 and in the related textbooks and supporting materials? 2) What is the proportion and function of the topic in curricula and related documents in 1978 and the following period? The research has revealed that, although descriptive statistics was only marginally formally introduced in education at the beginning of the 20th century, it was given an important role before this time. [ABSTRACT FROM AUTHOR]

The "Antonio Marro" Colony-School, inaugurated in Reggio Emilia in 1921 and overseen by the adjacent "San Lazzaro" Asylum, offered an alternative to the conventional practice of confining children with mental disabilities in asylums. Bringing a holistic approach, the Institute recruited a number of elementary teachers to work alongside its health and welfare staff. In this paper, I outline the history of the Institute, with a particular focus on the teachers employed there during the 1920s and 1930s in terms of their biographical profiles and, more specifically, their educational backgrounds. The aim is to provide additional insights into a historiographical theme that remains largely unexplored: the training of teachers for disabled pupils. [ABSTRACT FROM AUTHOR]

Cinema interests historians of education as it represents an opportunity to analyse and study the aim of creating collective imagery around different educational topics, such as schools and teachers in the past. This contribution takes a specific look at cinema's influence in Spain in the early years of the Franco dictatorship, which aimed to conjure model teachers and educational practices from a new approach supported by the regime, through an analysis of the film Forja de Almas (1943). The research also intends to analyze the Francoist appropriation of Andrés Manjon's pedagogy. Our initial hypothesis is that the film may help us understand the collective perception and imagery put forward by the Franco regime to construct and impose a type of model teacher in Spanish society. [ABSTRACT FROM AUTHOR]

Latin America's healthcare systems evolved nonlinearly, influenced by diverse models, historical events, and political regimes. Limited knowledge exists despite national-level efforts, indicating a need for long-term statistics to assess the effects of reforms and understand healthcare changes in the region. The article contributes to the Actor Network Theory (ANT) claim for better understanding of complex networks through a description of its main long term comparable components with a long term quantitative series for 20 Latin American countries, spanning from 1960 to 2020, on the number of hospital beds, physicians, and nurses (per capita) and healthcare expenditure (in US dollars per capita). The primary goal of this study is to showcase and describe the historical trends and patterns of these variables in the region. The results remain in purpose in this article in a descriptive level, due to the lack of reliable long term series that require in our view to disseminate the data so a broader scientific community may use them to obtain more contextualized interpretations in the different countries involved. The article, nevertheless, shows that there is a very convincing demonstration of the existence of an overall improvement in all the indicators considered and for most Latin American countries. They are leaders in most of the analyses and most of the time, Cuba, Argentina, and Uruguay. They are accompanied, depending on the indicator and the period, by Costa Rica and Panama. On the contrary, there are setbacks in Venezuela and minor progress or stagnation in most Central American countries.

The article is devoted to the characterization of the situation with the transformation of the traditional life support systems among the Turkic-Mongolian ethnic groups that developed in the Selenga River basin in the last century. The main feature of the economy of the indigenous population was a direct connection with nature and its biological resources. The author examines the main transformational processes that unfolded during this period in the structure of the traditional nature management of the peoples inhabiting the steppe landscapes of the region. The present study examines the problems and features of the adaptation of ethnic groups to natural conditions, the knowledge and skills of rational nature management among the peoples of the region under consideration. The pastoral model of the past reflects the predominantly adaptive nature of nature management as a result of long-term adaptation to natural and socio-economic conditions. Important sources of livelihood for the nomads were nomadic animal husbandry and agriculture due to established traditions and natural and climatic conditions. Fishing, hunting and forest management, related to side trades, in essence, also provided the vital needs of a person, since they provided food and medicinal raw materials to nomads. The article shows in detail the widespread use of natural resources in the northern and southern parts of the Selenga basin by representatives of the Turkic and Mongolian peoples living in this area. In view of the objective dependence on environmental conditions, man sought to maintain a fragile ecological balance between himself and nature.

Copyright of Araucaria is the property of Araucaria-Revista Iberoamericana de Filosofia, Politica y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In some of their works, Maxim Gorky (1868-1936) and Mykhailo Kotsiubynsky (1864-1913) were inspired by their long stay in Capri. At that time, both authors were subjects of the Russian tsar, belonging to the same generation, and later became part of the Russian and Ukrainian literary canon, respectively. It was on the Italian island that they were able to meet and begin a friendship based on great mutual respect. In this article, after recounting the experience the two writers shared on the Italian island, I will analyze and compare excerpts from Gorky's well-known Italian Tales (Skazki ob Italii) and Kotsiubynsky's less famous The Dream (Son) and On the Island (Na ostrovi). More specifically, I would like to demonstrate how Gorky's texts are more characterized by a realistic approach with social elements, while in the texts of Kotsiubynsky the details of the landscape fade into a literary impressionism with fairy-tale traits. However, in both cases the sunny island of Capri symbolizes the beginning of a completely new life (for the lyrical subject or even for the whole of humanity). [ABSTRACT FROM AUTHOR]

The language spoken by a community of people is a complex system of linguistic signs formed during the historic coexistence. The emergence of a language is a large process and it can’t be determined exactly the beginning, even if the specialists establish always a starting moment. The Romanian language passed during the history through several stages of evolution and maturity. In the last Century, the Romanian language entered in its Modern Age, characterized by stability. However, there are important changes, influenced by the French and Italian languages at the begging of the XX Century and English language at the end of the XX Century. The aim of our paper is to describe and analyse the different stages of the Romanian language in the last 100 years and how it was influenced by the major events that Romania went through.

The purpose of this essay is to situate the weight of Catholicism in the culture wars that marked the nineteenth and twentieth centuries in Belgium on the basis of the transnational turn in the study of Catholicism. It analyses the deliberative spaces on secularism and religious pluralism, the actors, rhetoric and political dynamics of their legislative processes, as well as the battleground, with the school, the factory and identities as debates that marked the political fractures of the country at different historical moments, seeing in each of these cleavages the role of the Catholic factor.

The territory of the Kanin Peninsula is a part of Nenets Autonomous District (the north of European Russia), and it borders on the south with the Mezen River basin. The Kanin Tundra occupies almost the entire area of the peninsula. The Kanin Peninsula is the most western region of traditional inhabitance of the Nenets and Izhma Komi ethnic groups. Historically, the nomadic economy of local reindeer herders was based on combination of reindeer husbandry, hunting and fishing. In this paper, different types of nomadic reindeer herding in the region in the first third of the 20th century and transformations currently occurring in the traditional economy are analyzed. The main research sources are represented by the materials of the Circumpolar Census of 1926/27 and materials of the author’s field studies. In the paper, principal components of nomadic reindeer herding in the region were studied, such as herd size and composition, migrations routes etc. Moreover, the factors determining specifics of the economic structure of the Nenets and Izhma Komi groups are analyzed, namely, the nature of interactions between the nomadic and sedentary populations of the region and the degree of orientation toward the “market” of nomadic economies. Characteristics of three basic types of the nomadic economy (hunting-and-fishing, mixed, and large herding) are given. The economic focus of households was determining the content of all elements of the traditional lifestyle. In the early 1930s, collectivization began in the region, and the nomadic reindeer husbandry started developing within collective and state farms; there existed nomadic reindeer herding. This circumstance greatly affected the nomadic economy of the region. In the early 1990s, collective and state farms were transformed into agricultural cooperatives. Comparing the nomadic economy of the two selected periods, it is concluded that the role of the reindeer husbandry in the occupational structure of the Nenets and Izhma Komi groups is currently increasi

The article deals with the reception of old age in folk culture. In terms of its content, it can be placed between history and ethnology. The author analyses the perception of old age in peasant culture in the post-emancipation period until the outbreak of the Second World War. His interdisciplinary analysis is based on modern historical and anthropological findings. Polish historians became interested in the history of old age in our times, although a major turn in the study of the phenomenon came in the 1980s in connection with research conducted by the authors of the Annales school. The present author stresses the placing of peasants' old age in magical culture, its existence in myth. He focuses on demographic determinants, before moving to the reception of old age between loneliness and community, and pointing out that of importance in its reception was the stigma alienating this age group. It is harder to speak of positive old age in the case of old people. The space in which seniors were present was daily life. This element of reality is confirmed by life contracts -- rarely analysed by historians -- concluded between seniors and their children inheriting their farmsteads. Comparing the practices from the inter-war period, the author juxtaposes two regions contrasting in terms of their traditions of inheritance: Wielkopolska and Małopolska. He cites fragments of life contracts from the border region between Kuiavia and Wielkopolska, and refers to last wills as well as registers of deaths. In the conclusion the author confirms the thesis that among peasants old age was perceived in terms of thinking that was both binary and extreme; he observes that there was a noticeable weakening of violence against seniors, and a limitation of brutality as well as its condemnation in the social discourse. In addition, he points to a growing tabooisation of old age, typical of modern culture. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Arte de la Universidad de Granada is the property of Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The school notebooks were the focus of the specific attention of the educational history of the last two decades, as particularly significant sources for the reconstruction of the school custom and the teaching practices characterizing the European and non-European educational systems at the turn of nineteenth and twentieth centuries. Their richly illustrated covers and different types have left an impression on the imagination of generations of students, becoming in fact much more than a modest support for the teaching activity or a minor element of the educational kit. So, they came to play an “another” and very different role than the one they originally possessed in the school equipment. We could even affirm that their different but parallel functions of transmission of contents and educational messages and – especially during the fascist period – of real ideological and political means of propaganda can be dated back even before, and independently, to their real material use, in classrooms or elsewhere. This article attempts to focus the attention on the image of childhood and youth conveyed by the school notebooks during the Fascist period (1922-1943), highlighting how, precisely through the illustrations appeared on the covers of school notebooks, Mussolini’s regime tried to convey the ideal of the totally fascist child and boy. [ABSTRACT FROM AUTHOR]

Religious holidays in Serbia, which dominated until the end of the Second World War, were mostly related to events in the patriarchal environment. The family, as the basis of society, played a decisive role in nurturing tradition, religion and language, so family holidays dominated everyday life. Especially Christmas, which was the happiest Serbian holiday. In the period between the two wars, in addition to uniqueness and individuality, the festivities had a general state and general national character. In the spread of New Year’s holidays, which replaced Christmas in the first years after the Second World War, the leading role was played by women, while the youngest were the main bearers of transformation. Many pre-war rituals in the celebration were replaced, and the emphasis was on celebrating the New Year and Santa Claus as the main character of the spectacle. Using the customs that were important for spreading progress, the ruling party, through the political role of the holiday, spread the ideological content of its ideas. [ABSTRACT FROM AUTHOR]

This essay aims to report an interview granted by the Sardinian writer Maria Giacobbe who became famous at the beginning thanks to her Diario di una maestrina, an «ego-document» about her initial phase of teaching in rural and poor territories in North Sardinia. Many aspects of her life and the genesis of his well-known Diary help to understand better her social commitment and underline crucial aspects that are particularly explanatory of his pedagogical method. She taught during the postwar period, and she saw the situation first-hand of extreme poverty and illiteracy. Furthermore, in many Sardinian countries the instruction hadn’t a value. Although nobody believed in her students, Maria Giacobbe, in her way, created a harmonious and dynamic dialogue between students and her, considering them respectable of care and attention. [ABSTRACT FROM AUTHOR]

The presentation refers to the action of the Educational Association «Ekpaideftikós Omilos» (EO) during 1912 and specifically to the compilation of a complete proposal-memorandum for detailed study programs. The Central Supervisory Board of Greece, requests the assistance of the EO for the formulation of specific proposals-plans regarding a planned reform in the program of primary, girls’ and teaching schools. The EO appointed a special committee for the elaboration of the programs and sent the memorandum to the recipients at the end of May 1912. The memorandum first attempts a theoretical reference to the didactic and pedagogical issues and gives specific instructions for the teaching of the courses by defining the program schedule of the six-grade primary school and the upper girls’ school, the role and necessity of the teaching and is the first official systematic educational work of EO. [ABSTRACT FROM AUTHOR]

the contribution intends to offer a critical interpretative survey of the historiographical production published in Italy in the last forty years concerning pedagogical Marxism, with particular attention to the studies dedicated to Antonio Labriola and Antonio Gramsci. After a long season in which studies on Marxism and education have hardly circulated in the cultural and academic debate of our country, also coinciding with the affirmation of other paradigms in the educational field connected to the so-called «educational sciences», it should be noted, from the mid-2000s, a rediscovery and a resumption of an intense season of studies dedicated to theoretical Marxism and also to the related educational issues, especially in the reflections of Marx, but also of Labriola and Gramsci. [ABSTRACT FROM AUTHOR]

The political and social thought of Luigi Giussani – founder of the international Catholic movement of Communion and Liberation – was often described, in the 1980s, as antithetical to a democratic conception and identified, on the contrary, with a form of neo-theocracy directly descended from what would have been the «religious intransigentism» of the experience of Gioventù Studentesca (GS) first, and of Communion and Liberation later. This essay reconstructs the development of the reflections of Luigi Giussani and the students of Gioventù Studentesca on democracy between the 1950s and 1960s, returning a novel picture compared to the one outlined so far by a part of historiography. [ABSTRACT FROM AUTHOR]

This article presents and analyses the various visions of school in historical education during the communist period in Poland – school as a tool of institutional ideologisation, pointing to changes in structure and content within the educational system between 1945-1989. The authors argue that the history of school (its historical image) was an important argument in the ideological struggle, and history textbooks presented the development of various types of schools and educational transformations as a result of the class struggle, using the Marxist interpretation of history (dialectical materialism and historical materialism). On the other hand, a ‘bottom-up’ vision of school is presented, from the local and regional perspective, by analysing the phenomenon of school traditions, cultivating, sometimes regardless of ideological pressure, old school patterns, restoring the memory of its teachers and pupils. In this case, the memory of subsequent generations of pupils played a greater role than the official, state-imposed version of history. [ABSTRACT FROM AUTHOR]

This paper analyses the memory work carried out by the school on emblematic dates of the traumatic past in Chile. A qualitative research was carried out in a school named after an emblematic character of the national past. It describes the work of memory carried out by school actors on an emblematic date of the difficult past, modifying its expression through new commemoration practices from a traumatic and painful character to a creative and forward-looking one. The article provides evidence on the transmission of memories in school events as a space for the transmission of conflictive pasts in the countries of the Southern Cone. [ABSTRACT FROM AUTHOR]

The paper aims to investigate public school memory during the fascist regime through school honours. The honour and the associated insignia, the diploma as well as the medal, represent an artefact that in the context of the mass society that connotes Fascist Italy, acquires multiple meanings. Decorations become an instrument aimed at supporting the process of fascisation of the teaching staff, the school system and the Italian extracurricular system. The analysis is conducted on several levels. After the presentation of the forms of honours instituted during the twenty years of Fascism, the analysis dwells on the reports of the commissions set up to evaluate the proposals and celebratory moments for the awarding of the honours with the aim of delving into the models of teacher and schoolmistress conveyed through the awarding of the recognitions to the school personnel, to the people and bodies that distinguished themselves during the twenty years of Fascism. [ABSTRACT FROM AUTHOR]

The article is devoted to the characteristics of administrative and methodological innovations in Russian education in the first years of the Soviet power (1917-1927). The political events that determined the development of the Russian enlightenment in this period are characterized as the result of the victory of the Great October Socialist Revolution. Administrative transformations in the country have opened up opportunities for affordable education of children of workers and peasants, and made it more democratic, connected with life and practice of the socialist construction. Methodological innovations are revealed on the example of activities of the People’s Commissariat of Education, i.e. its efforts in developing comprehensive curricula and programs. This was the first experience of project-based education in schools of the Bolshevik Russia, and its implementation was accompanied by great difficulties. Views of a number of significant enlightenment figures of the time, such as N.K. Krupskaya, A.V. Lunacharsky, P.P. Blonsky, M.N. Pokrovsky, S.T. Shatsky, are shown. [ABSTRACT FROM AUTHOR]

The article deals with the modernization of primary school in São Paulo, with the emergence of the School Group model in the cities, as opposed to the old model, the Isolated School, in force in the countryside. School buildings and textbooks are taken as memory spaces that, when examined together with other materials and discourses, tend to outline images and representations of school, shared by the community. At the beginning of the 20th century, schooling was considered important by the government of São Paulo to measure the degree of progress and civilization of countries, putting into practice a modernization project, not only in new school buildings, but also in materials and teaching methods. In photographs and prints that circulated in textbooks at the time, an attempt is made to scrutinize which school images were most desirable and remained in that period. [ABSTRACT FROM AUTHOR]

The political changes and social transformations that occurred in the last decades of the 20th century were fundamental for the evolution of Spanish society. In this paper we present the evolution that Spanish education has experienced from the dictatorship to the democratic stage. Following the legislative development, we will study the period that goes from the final years of the dictatorship with the enactment of the General Education Law in 1970 until the approval of the Organic Law of Education in 2006. Some thirty years in which Spanish education was advancing and transforming spaces. A series of improvements in education stand out, which were reflected in the extension of schooling and in the access of women to different academic levels. [ABSTRACT FROM AUTHOR]

The aim of the article is to portray the establishment of the first Polish schools in East-Central and Southern Africa during the Second World War. The article uses methods relevant to research in the history of education. It presents the emergence of the schools in question as well as the difficulties and achievements related to their activity. The goals and methods of educational and teaching work are also presented here. Particular attention has been paid to the guarding of children and young people against denationalisation, as well as preparing them for life and work both at home and abroad. The role of after-school club activities and youth organisations in the educational process of the young generation has also been emphasised. The problem is presented based on archival records located mainly at the Polish Institute and Sikorski Museum in London as well as the Hoover Institution on War, Revolution and Peace in Stanford, and also contained in Poland’s national resources, in particular at the Institute of National Remembrance and at the Archive of New Files in Warsaw. The schools in Livingstone, which were established in the analysed period under review, developed methods of work in exile that were later applied and further developed in schools organised in over 20 settlements and centres of Polish refugees in Africa. In this way, the schools in question influenced the development of Polish education as well as broadly defined cultural and educational activities in exile during the Second World War. [ABSTRACT FROM AUTHOR]

Italian immigration in Rio Grande do Sul began in 1875 with the arrival of families to the first colonies demarcated by the provincial government. In this movement of survival and adaptation to the new location, one can see the construction of artifacts and the presence of crafts that demanded mathematical knowledge, such as the craft of cooperage and various measuring objects, constituting a material culture of these communities. For the analysis of this materiality, Cultural History and the conception of material culture presented by Escolano Benito (2017), studies of everyday life by De Certeau (2014) and in the indiciarism of Ginzburg (2007) are mobilized. As an empirical matter, two objects of local daily practice are analyzed: the mold (sagma) for building wine barrels and the quarta for measuring cereals. The materialities of these artifacts are presented and their analyzes are understood in the triad proposed by Sennett (2021), showing that mathematical knowledge was adapted to the new context, with generational transmission beyond school. [ABSTRACT FROM AUTHOR]

My study attempts to represent a relatively unknown aspect of Cold War history, based on unique sources, which has not been analysed deeply in the history of education. The sources are interviews with children in Austria, between 1950 and 1954, stored in the Radio Free Europe Archive (OSA). The specific aspects of childhood memories gain highlight here, through taking possible official US goals into consideration. The result is a «(re)-ideologized childhood»: both Hungarian and US administration could only see the children through the lenses of their own political intentions. The paper aims to exceed the simplifying dichotomy of resisting society vs. repressive power with these examples, showing a more complex and dynamic environment. The research utilizes a double, inside/outside perspective, as we can see childhood experiences from a retrospective and transformed view. [ABSTRACT FROM AUTHOR]

Obituaries to teachers, published in Ukrainian pedagogical journals of the beginning of XX century: «Svitlo» (Kyiv, 1910-1914), «Vilna Ukrainska Shkola» (Kyiv, 1917-1920), «Prosvitianyn-kooperator» (Romny, 1919-1920) are analyzed in the article. It is revealed that the majority of obituaries are devoted to unknown or little-known teachers, who appear in the texts of obituaries as models for inheritance, as moral guidelines for the entire teacher community. It was cleared that honoring the memory of teachers in the form of obituaries was a national trend in Ukraine in the early twentieth century, a sign of the formation of corporate culture of Ukrainian teachers. It was argued that the commemoration of colleagues in the form of obituaries indicates the solidarity of Ukrainian teachers on the basis of moral values and is a marker of mentality of the teachers’ community as a microsociety of Ukrainian society of early twentieth century. Prospective directions for further research on obituaries have been proposed. [ABSTRACT FROM AUTHOR]

Through the presentation of the latest edition of L’Itinerario pedagogico del marxismo italiano (first edition: 1983) by Carmela Covato, the Author of this paper deepens the peculiar and significant contribution of the Sicilian scholar to the recent renewal and growth of the studies on Marxist pedagogical reflection and on the work of the PCI and the left-wing political area about education and school policy during the post-World War II years. [ABSTRACT FROM AUTHOR]

The text presents the Ukrainian translation of Tsvetana Georgieva's textbook Myths and Archetypes in Bulgarian Literature (Another Half of the 20th Century). The book introduces the significant works of the Bulgarian literature between the 1950s - 1980s in the context of cultural problematization. [ABSTRACT FROM AUTHOR]

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