Marta Maria Chagas de Carvalho

L'histoire de l'éducation au Brésil: traditions historiographiques et processus de rénovation de la discipline

Since the end of the 1980s, Brazilian histoty of education bas been redefined by new historiographical currents. The process of redefinition has taken on particular characteristics because of theoretical and institutional factors involved in the evolution of the discipline as afield of research. The new trends run counter to the historiographical model that dominated the post‐graduate programmes in education of the main Brazilian universities since the 1970s. This model originated in the 1930s and 1940s with the publication of reference works for educational history research. The present essay examines the process of reconfiguration of the discipline with a view to evaluating the restrictions that were imposed upon it.Since the end of the 1980s, Brazilian histoty of education bas been redefined by new historiographical currents. The process of redefinition has taken on particular characteristics because of theoretical and institutional factors involved in the evolution of the discipline as afield of research. The new trends run counter to the historiographical model that dominated the post‐graduate programmes in education of the main Brazilian universities since the 1970s. This model originated in the 1930s and 1940s with the publication of reference works for educational history research. The present essay examines the process of reconfiguration of the discipline with a view to evaluating the restrictions that were imposed upon it.

School and Modernity Representations as Pedagogical Models: A Study on their Circulation and usages in Brazil (1889-1940)

This article addresses the issue of school and modernity representations that circulated in Brazil as from the end of the nineteenth century until the middle of the twentieth century and determined the configuration process of the Republican school. First, the article examines the pedagogical models that guided the process of school institutionalization in Sao Paulo State; it also describes the so‐called ‘Sao Paulo model’, a reference to the initiatives for school remodeling in many other Brazilian states in the first decades of the twentieth century. Next, it addresses the issue of new pedagogical models that reconfigured the educational field as from the middle of the 1920s and examines the appropriation of the principles and propositions of the so‐called ‘new education pedagogy’ in the process of mass school institutionalization as from the 1930s.This article addresses the issue of school and modernity representations that circulated in Brazil as from the end of the nineteenth century until the middle of the twentieth century and determined the configuration process of the Republican school. First, the article examines the pedagogical models that guided the process of school institutionalization in São Paulo State; it also describes the so‐called ‘São Paulo model’, a reference to the initiatives for school remodeling in many other Brazilian states in the first decades of the twentieth century. Next, it addresses the issue of new pedagogical models that reconfigured the educational field as from the middle of the 1920s and examines the appropriation of the principles and propositions of the so‐called ‘new education pedagogy’ in the process of mass school institutionalization as from the 1930s.

Print capitalism, New School and circulation of reading models. A Brazilian collection at the Primary Education Museum-Library in Portugal (1931–1950)

The present article is the fruit of research on the circulation of Brazilian books from the Atualidades Pedagógicas collection at the Biblioteca Museu do Ensino Primário (Primary Education Museum-Library) in Lisbon. This library was headed by Adolfo Lima, one of the exponents of the Portuguese New School, and gave form to the movement’s ideas and representations of teachers’ education. The collection, published in Brazil between 1931 and 1950 by the Companhia Editora Nacional, an internationally renowned company in the book industry, was directed by Fernando de Azevedo, an exponent of the Brazilian New School Movement. The collection in the Biblioteca Museu do Ensino Primário contained a significant number of books by Brazilian authors, as well as Brazilian translations into Portuguese from other languages. In this article, the books in the collection present in the Portuguese library will be analysed, as well as the possible reasons for the collection’s presence there and possible circulation networks of the New School canons organised through the mediation of publishers.

Editorial strategies and territorialization of pedagogical field: a book by Sampaio Dória under the pen of the editor of Biblioteca de Educação

The essay analyses the inclusion of Sampaio Dorias book Educacao moral e educacao economica in the collection Biblioteca de Educacao organized by Lourenco Filho for Companhia Melhoramentos de Sao Paulo. The text analyses the territorialisation promoted by textual and editorial devices of division and presentation of the volumes of the collection. It assumes that, on account of their classification of Doria as a social pedagogue, they locate him in a situation defined as periphery of the program of renovation of Brazilian school promoted by the collection. It shows the ways the themes that Lourenco Filho judged central in the international movement for the new school were attributed to other authors in spite of their occurrence in Dorias production.Este artigo analisa a insercao do livro Educacao moral e educacao economica, de autoria de Sampaio Doria, na colecao Biblioteca de Educacao, organizada por Lourenco Filho para a Companhia Melhoramentos de Sao Paulo. O texto analisa a territorializacao promovida pelos dispositivos textuais e editoriais de reparticao e apresentacao dos volumes da colecao. Sustenta que, ao enquadrarem Doria como pedagogista social, esses dispositivos situam-no no que o editor entendia como periferia do programa de renovacao da escola brasileira que a Colecao promovia. Mostra como os temas que Lourenco Filho considerava nucleares no movimento internacional pela Escola Nova foram atribuidos a outros autores, apesar de sua recorrencia na producao de Sampaio Doria.

Estratégias editoriais e territorialização do campo pedagógico: um livro de Sampaio Dória sob a pena do editor da Biblioteca de Educação

The essay analyses the inclusion of Sampaio Dorias book Educacao moral e educacao economica in the collection Biblioteca de Educacao organized by Lourenco Filho for Companhia Melhoramentos de Sao Paulo. The text analyses the territorialisation promoted by textual and editorial devices of division and presentation of the volumes of the collection. It assumes that, on account of their classification of Doria as a social pedagogue, they locate him in a situation defined as periphery of the program of renovation of Brazilian school promoted by the collection. It shows the ways the themes that Lourenco Filho judged central in the international movement for the new school were attributed to other authors in spite of their occurrence in Dorias production.Este artigo analisa a insercao do livro Educacao moral e educacao economica, de autoria de Sampaio Doria, na colecao Biblioteca de Educacao, organizada por Lourenco Filho para a Companhia Melhoramentos de Sao Paulo. O texto analisa a territorializacao promovida pelos dispositivos textuais e editoriais de reparticao e apresentacao dos volumes da colecao. Sustenta que, ao enquadrarem Doria como pedagogista social, esses dispositivos situam-no no que o editor entendia como periferia do programa de renovacao da escola brasileira que a Colecao promovia. Mostra como os temas que Lourenco Filho considerava nucleares no movimento internacional pela Escola Nova foram atribuidos a outros autores, apesar de sua recorrencia na producao de Sampaio Doria.

Estrategias editoriales y territorialización del campo pedagógico: un libro de Sampaio Dória bajo la pluma del editor de la Biblioteca de Educación

The essay analyses the inclusion of Sampaio Dorias book Educacao moral e educacao economica in the collection Biblioteca de Educacao organized by Lourenco Filho for Companhia Melhoramentos de Sao Paulo. The text analyses the territorialisation promoted by textual and editorial devices of division and presentation of the volumes of the collection. It assumes that, on account of their classification of Doria as a social pedagogue, they locate him in a situation defined as periphery of the program of renovation of Brazilian school promoted by the collection. It shows the ways the themes that Lourenco Filho judged central in the international movement for the new school were attributed to other authors in spite of their occurrence in Dorias production.Este artigo analisa a insercao do livro Educacao moral e educacao economica, de autoria de Sampaio Doria, na colecao Biblioteca de Educacao, organizada por Lourenco Filho para a Companhia Melhoramentos de Sao Paulo. O texto analisa a territorializacao promovida pelos dispositivos textuais e editoriais de reparticao e apresentacao dos volumes da colecao. Sustenta que, ao enquadrarem Doria como pedagogista social, esses dispositivos situam-no no que o editor entendia como periferia do programa de renovacao da escola brasileira que a Colecao promovia. Mostra como os temas que Lourenco Filho considerava nucleares no movimento internacional pela Escola Nova foram atribuidos a outros autores, apesar de sua recorrencia na producao de Sampaio Doria.