Eulàlia Collelldemont Pujadas

L’educació representada als documentals de propaganda a Espanya (1914-1939)

espanolEn este articulo se describen las principales conclusiones de la investigacion sobre los documentales y noticiarios de tematica educativa realizados durante el primer tercio del siglo xx en Espana. En primer lugar, se presenta de manera general y sintetica la metodologia utilizada para llevar a cabo el estudio y, posteriormente, se muestra la panoramica construida sobre la representacion de la educacion en los films analizados, tanto desde el punto de vista formal y contextual como del analisis de los contenidos. Esta panoramica nos devuelve una imagen compleja de la educacion y la atencion de los ninos de la epoca. Asi mismo, y a pesar de las prevenciones que hay que tener al acercarse a las fuentes visuales, podemos afirmar que su analisis permite centrarnos en los matices de los detalles y abrir nuevas perspectivas sobre la historia de la educacion.Palabras clave: films educativos, propaganda, historia de la educacion, analisis de contenido. catalaEn aquest article es descriuen les principals conclusions de la investigacio sobre els documentals i noticiaris de tematica educativa elaborats en el primer terc del segle xx a Espanya. En primer lloc, es presenta de manera general i sintetica la metodologia utilitzada per dur a terme l’estudi i, posteriorment, es mostra la panoramica que hem construit sobre la representacio de l’educacio en els films analitzats, tant des del punt de vista formal i contextual com des de l’analisi dels continguts. Aquesta panoramica ens retorna una imatge complexa de l’educacio i l’atencio dels infants de l’epoca. Aixi mateix, i malgrat les prevencions que cal tenir quan ens aproximem a les fonts visuals, podem afirmar que la seva analisi permet centrar-nos en els matisos dels detalls i obrir noves perspectives sobre la historia de l’educacio.Paraules clau: films educatius, propaganda, historia de l’educacio, analisi de contingut. EnglishThis article describes the main conclusions from research into educational documentaries and newsreels from the first thirty or so years of the 20th century in Spain. It firstly sets out the general and synthetic methodology used to carry out the study and, then, outlines the overarching view we have put together of the representation of education in the films looked at, from a formal, contextual standpoint and through content analysis. This overview provides a complex image of education and childhood care in the era. Despite the caution that must be taken when working with visual resources, we are able to affirm that analysis of the material has enabled us to focus on the nuances of details and open up new perspectives on thehistory of education.Key words: educational films, propaganda, history of education, content analysis.

Children, education and politics in everyday life: children, education and politics at a time of conflict – the Spanish Civil War (1936–1939)

When studying any aspect of the lives of children during the Spanish Civil War, or an institution or educational model of that time, it becomes clear that many factors come into play, none of which can be considered in isolation. Children’s lives are inextricably bound up with the context in which they unfold and while academic research strives for concrete realities, it is only through the juxtaposition of a range of studies which explore the varied dimensions that make up community life that we can begin to gain a more panoramic vision of that context. This article, then, sets out to examine the impact of the communities within which the children of that time lived, communities that in large part were generated by the political and ideological struggles of the period.When studying any aspect of the lives of children during the Spanish Civil War, or an institution or educational model of that time, it becomes clear that many factors come into play, none of which can be considered in isolation. Children’s lives are inextricably bound up with the context in which they unfold and while academic research strives for concrete realities, it is only through the juxtaposition of a range of studies which explore the varied dimensions that make up community life that we can begin to gain a more panoramic vision of that context. This article, then, sets out to examine the impact of the communities within which the children of that time lived, communities that in large part were generated by the political and ideological struggles of the period.

Tracing the evolution of education through street maps and town plans: educational institutions in the maps of Edinburgh during the seventeenth, eighteenth and nineteenth centuries

In recent years, visual records have come to be seen as important sources of information in the study of education and its history. However, most of the images used in this way simply provide a glimpse – though admittedly a precise one – of only one moment in the educational process. Graphic verisimilitude is not only to be found in these images; it might also be found in iconographic and symbolic representations that indicate not just the existence of the facts and phenomena represented, but also their significance. An example of this might be the study of the graphic and textual references to educational institutions that appear in maps. It is with the aim of discovering what these primary sources – maps and street plans – can teach us that we have carried out this study of the cartography of the city of Edinburgh in the seventeenth, eighteenth and nineteenth centuries, a period that saw great changes in both the urban geography of the city and in education. This article describes the rationale, processes and results of this study.In recent years, visual records have come to be seen as important sources of information in the study of education and its history. However, most of the images used in this way simply provide a glimpse – though admittedly a precise one – of only one moment in the educational process. Graphic verisimilitude is not only to be found in these images; it might also be found in iconographic and symbolic representations that indicate not just the existence of the facts and phenomena represented, but also their significance. An example of this might be the study of the graphic and textual references to educational institutions that appear in maps. It is with the aim of discovering what these primary sources – maps and street plans – can teach us that we have carried out this study of the cartography of the city of Edinburgh in the seventeenth, eighteenth and nineteenth centuries, a period that saw great changes in both the urban geography of the city and in education. This article describes the rationale, process...