Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The purpose of this paper is to analyze the relationship between gender and education by taking as a reference the case of three teachers who were punished for assumed moral offences committed in their private sphere. Two of these teachers were exonerated. These events took place in 1919, 1921 and 1935 in Mendoza, Chubut and Rio Negro provinces, respectively. Furthermore, we will carry out the analysis of a file on an alleged harassment committed by senior male staff members. Morality was one of the pillars sustained in academic teacher training and served as a method of controlling the teaching staff. In many respects, this search deals with the disciplinary mechanisms applied by the Consejo Nacional de Educación (National Board of Education, CNE), which strove to regulate bodies and behavior in response to the assumed immoralities committed by the teaching staff. We develop a descriptive analysis as a way of delving into representations, mindsets and patriarchal mandates reproduced in the school system.   

In this paper we study the conception of drawing in public elementary school in Argentina and its relationship with the previous orientation based on education for work and cultural homogenization. We also explore its connections with the patriotic trend towards education in general upon approaching the celebrations for the Centennial of the May Revolution. Likewise, we examine the discipline’s appropriation of pedagogical currents in circulation at the time and its particular interest in experimental psychology and pedagogy. Finally, we review its contribution and resulting tension with school policy under the administration of José Ramos Mejía at the head of the National Council of Education, which sought to form patriotic sentiment in the youth population and adopt new initiatives in artistic education.

The aim of this study is to show how individual and collective identities were manifested and shaped in Spain through the economic discourse disseminated by the school textbooks during the period of accelerated economic growth (developmentalism) under Franco and during the transition towards democracy. It begins with the concept of identity, understood as a shared mental representation which is shaped starting in childhood, as well as with the premise that both individual and collective identities contain an economic component. These identities are configured by means of a socialization that is carried out through processes of identification with typologies of economic discourses, which change and adapt to political-economic and social contexts. The sample of school textbooks analysed is made up of thirty units pertaining to the Social Sciences, from the sixties, seventies and early eighties of the 20th century. The methodological approach used is the critical analysis of discourse (both texts and images), which has been carried out through a series of indicators, also using the study of contexts for data triangulation. The research allows us to verify how the economic component of the discourse conveyed by the textbooks has the capacity to configure identities, through mechanisms of identification and belonging, that are conditioned by the power structures. 

The Spanish Civil War (1936-1939) was a battlefield that, although it developed nationally, had a scope and participation that crossed the borders of Spain. The rebel side enjoyed the help of two foreign powers in challenging the Second Republic: Nazi Germany and Fascist Italy. It would be precisely the latter that would invest a greater economic and logistical effort, due to how Mussolini saw in Spain a possible Mediterranean ally, one akin to his model of Italian fascism. The present investigation attempts to discover how the enemy – in this case the Republican side – was represented in the school textbooks of the last years of the Duce's dictatorship in Italy. The texts were consulted in the Centro di documentazione e ricerca sulla storia del libro scolastico e della letteratura per l’infanza - Museo Paolo e Ornella Ricca of the Università degli Studi di Macerata (Italy). The results show how the school manuals of the time, in subjects such as history, readings, geography or patriotic teachings, reflected an image of the republican side associated with tyranny, demonizing their intervention in the warlike conflict with narratives that exalt violence and anti-Catholicism and identifying them with Soviet communism and anarchy. 

The article explores the characteristics of Galician emigration to Brazil between the late 19th and early 20th centuries, focusing on the São Paulo region. It is organized into two complementary parts. In the first one, it deals with the historiography on the subject, inquiring statistics and trying to examine the profile of the Galician migrant who seeks the ocean crossing. In the same section, it discusses what we consider the double invisibility of Galician immigration, mixed with the Portuguese from the northern Portugal or with the generality of Spanish immigration in the official records of entry into the country. In the second section, the Centro Español de Santos and the school created by it are the subject of analysis in order to understand how the Galician immigrants produced a hybrid social identity from an associative practice. In the Final Comments, some questions are asked about the denomination of the entity.

This article approaches the study of the private library of the Murcian land surveyor Francisco Falcón de los Reyes, from the first half of the eighteenth century, which constitutes a clear example of the relationship between education and written culture. From the data extracted from a postmortem inventory and the subsequent appraisal and partition of goods among the heirs, we carried out a quantitative and qualitative analysis of said library. First, the text provides a biographical profile of this geometer, a descendant of slaves (new Christians), and describes the formative precariousness of these professionals in their time. The quantitative analysis of the bibliographic collection and its comparison with other private collections from similar socioeconomic fields indicate the importance of this particular collection. The qualitative study of authors and titles shows, on one hand, the high degree of mathematical training of the subject, who is shown to be a recipient of the fundamentally Valencian pre-illustrated reformist scientific mainstream, and, on the other hand, the purpose with which those books were incorporated into the funds of the collection. Together with the library, which we could call professional, due to its scientific nature, the inventoried religious matter in the form of printed documents makes up another interesting part of the collection, one of a catechetical nature in its various formative levels

This article is focused on the identities of peoples, a matter of current relevance, among other reasons because it is linked to the issue of nationalisms. We adopt a uniform and essentialist conception of the being of each people, particularly in dictatorial regimes. This way of conceiving identity is characterized by its consideration of history, ethnic heritage, language, values - considered to be eternal - , together with heroes and their symbols, as the pillars that support it; this is what is called an essentialist identity. We use the three volumes of the Álvarez Encyclopedia as documentary sources. The qualitative methodology used is of a hermeneutical nature, taking into account the contributions of the historical method. The main objective of this research is to reveal what was considered the essence of being Spanish in the Álvarez Encyclopedia, which was the most widely used textbook in the primary schools under the Francoist regime. The textbooks analyzed served as instruments for shaping and conforming children in the ideals of the moment, that is, in  national-Catholicism.

Franco’s regime undertook a reversion to certain conservative ideas relating to femininity in an effort to return women to the private sphere. These principles were transmitted by various organizations and institutions such as the Sección Femenina, Auxilio Social and educational centres. However, the regime used other means to spread its doctrine as well. NO-DO (NOticiarios-DOcumentales, News Program – Documentaries) was one of the most emblematic since it allowed the entire population, regardless of social class, sex or literacy level, to capture its message. In this study, we have used NO-DO as the main source for discovering how the regime transmitted its principles about femininity and what these principles were. We have reviewed news, documentaries and reports ―included in different sections: News, Black and White and Colour documentaries, Sport Image Magazine and Images― where references to women's education were made. Training women for housework and childcare, for being submissive and dutiful wives and good Christians; this was the identity that NO-DO conveyed about the woman’s role. NO-DO displayed another identity as well: that of women working for the Sección Femenina training girls, youth and adults in the national syndicalist and Catholic doctrine. 

This paper evaluates the possibilities offered by a comparative study between two sources unrelated until now: the personal files from professional selection processes produced during the Second Spanish Republic and the files produced in the Francoist purge process which started at the beginning of the Spanish Civil War. We take a privileged segment of the teaching staff as a sample: the teachers who achieved headteacher positions for the new graded schools in the public exams held in 1932 during the Second Spanish Republic. In order to contextualize the relevance of this contingent of teachers, we first offer a quantitative analysis, showing the impact of the purging process on them. Next, we present the approach from which we perform the qualitative analysis, which is based on the interpretation of the files as “institutional life-archives” and we try to characterise this life-archive practice in both processes, keeping in mind that, although different in modality and purpose, both are valuable sources for studying the professional identities of those who elaborated the files. Finally, we propose three models —confirmation, re-adaptation and dissolution— for performinga qualitative analysis, which make it possible to assess the production  and fluctuation of teacher’s identities among these files. These models demonstrate the utility of a comparative analysis of these sources, which can serve to study the configuration of teachers’ professional and pedagogical identities as well as their relationship with the new pedagogical theories and pedagogical tradition in a key time of Spanish history of education. It is our hope that this study will lead to new lines of research in order to analyse the continuities and ruptures of pedagogical discourses and practices between different periods.

Using as a reference the Primary School of Alcântara (Lisbon) – designed in 1815 by the architect Raul Lino and inaugurated one year later –, my analysis will focus on the decorative program (set of paintings, dated from 1917) on the walls of the classrooms of this building. My main goal is to examine the impact that the paintings, from the perspective of their author - Raul Lino, whose Anglo German education was strongly influenced by the Arts & Crafts movement – would have on the children. For the architect, images was not just decorative. In fact, they were meant to help the children appreciate nature and art, to educate their sense of taste, and even to develop in them a patriotic sense (an agenda involving the formation of the republican citizen). In this sense, we see the emergence the of an aesthetic education as part of a more general social and political program. In line with the same idea, we can conceive of the curriculum in a wider sense, i. e., as including knowledge and skills obtained in formal lessons, but also values and attitudes received from the impact of school decoration on the students individual and collective memory. Methodologically, itis worth emphasizing that the sources I value are not just visual. In fact, some written texts by Raul Lino, namely, active correspondence and articles, are also used; the triangulation of several sources of evidence is very important. The analysis of the visual sources goes from the description of the elements present in the paintings (mostly, Nature and animals) to close observation of the sources that inspired the author. In relation to this last aspect, I should underline that Raul Lino was an illustrator of children’s books, an experience that he integrated into the school buildings that he planned.