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

In the first third of the twentieth century, the Basque Country underwent a modernizing process that affected general education. Given that there were still high rates of illiteracy in rural areas and the populations were Basque-speaking, in an attempt to increase literacy the provincial councils of Bizkaia and Gipuzkoa put two different programmes into motion. Bizkaia established «escuelas de barriada», or neighbourhood schools (1919-1938), and Gipuzkoa instituted the rural provincial schools (1930-1938). Although the neighbourhood schools in Bizkaia began by trying to create Basque schools that were bilingual, political changes influenced the project. In the case of the provincial schools in Gipuzkoa, the goal was to combat the lack of instruction. The objective of this study is to compare these two rural literacy programmes in which literacy in Spanish and in Basque were  intertwined

This article looks at the propaganda-driven coverage of boy scouts in the illustrated press in southern Brazil and Spain in the early decades of the 20th century. We have used published photographs from magazines of the period for our study. The article shows how the institutions of power in Brazil and Spain used photographs to reinterpret the scout method created by the British soldier Robert Baden-Powell to provide young boys with patriotic training through discipline and order, instilling a positive disposition towards militarism. The First World War, the post-war period and the social and economic crisis of the time created the necessary backdrop for a patriotic zeal that found a way to indoctrinate and promote military training for young people through the scout method. The published images of boyscout troops, set up in both countries shortly after the creation of the movement in England, generally show them participating in activities that involve subordination to power and rigorous discipline. In contrast, there are few photographs that show exclusively the more fun, playful aspects of the method, or its use of active education

The Spanish civil war was widely covered by both national and international reporters. Thousands of images of the conflict, on the front or behind the lines, were broadcast for propaganda purposes inside and outside our borders. Among the themes portrayed, those related to education in general and the school in particular occupied an important place, especially on the Republican side.The objective of this article is to examine the way this image of the school was used as propaganda by the Republican side during the conflict. We focus on the task carried out by the Catalan Government's Commissariat de Propaganda, an organization created at the beginning of the war in order to spread the information. We specifically focus on the analysis of Nova Iberia, its most emblematic illustrated magazine; in addition to the collaboration of renowned photographers, this publication, this enjoyed considerable international circulation.Based on the analysis of the graphic reports of this magazine, we will try to interpret the discourse that is constructed through the school image, its propagandistic  intention and its meaning in the context of a war conceived by many not only as a civil war but as an authentic social revolution

What kind of schools existed in a rural world marked as an uncivilised society with political instability and fluid inter and intra-ethnic contact? For what purposes was this schooling planned and what role did it play in shaping the political order? What relationships were interwoven between civil authorities, religions, inhabitants and preceptors? These questions are the starting point for an examination of the presence of elementary schools in Buenos Aires (Buenos Aires province) and of the initiative taken to extend the civilizing process of literacy; in a country seen as underdeveloped, this represented a sponsorship of «rural politics». Conflicts, difficulties, types of educational practices and the profile of preceptors will all be explored from a select bibliography in conjunction with the consulted document repositories - local files, press and official documents. This rural schooling, before  the establishment of the common free education system in 1875, revealed tensions but also agreements between society, its «common customs» and the political power which sought to become consolidated in the province

Spain’s General Education Law (Ley General de Educación) of 1970 meant the introduction of a new heterogeneous legislative framework that combined, on the one hand, the traditional educational policies of the government, and on the other, a renewed, innovative ethos inspired by the international educational reforms that had been taking place since the 1960s. The main objective of this article is to analyze whether or not the modernization of the Spanish education system that began in the context of the 1970 reform could be seen in the visual discourse created by the Franco regime. We try to ascertain to what extent the government would have wanted to transmit, for propagandistic purposes, an image of the modernization of the education system in national and foreign media, and what levels of education were used to exploit this iconography through an analysis of the collection of photographs compiled for dissemination by the Spanish news agency Agencia EFE.

Since 2014 there have been across Europe programmes of commemorative events to mark the Great War, 1914-18, and early amongst these events was an exhibition of photographs Paris 14-18, la guerre au quotidien at the Galerie des Bibliothéques de la Ville de Paris. The photographs were all taken by Charles Lansiaux, and record daily life in the city, from the recruitment and departure of French soldiers to victory celebrations in 1918. The exhibition importantly pointed to the fact that the Great War was the first conflict where the experiences of civilians were extensively visually documented. Further, as publicity for the exhibition noted: «La présence récurrente de groupes d’enfants dans ces photographies révèle la place nouvelle qui leur incombe, à l’aube du XXe siècle». Taking a lead from this exhibition this paper will investigate the wartime experiences of children in one English city, namely Birmingham, and how they were visually captured. In particular we will focus on documenting and analysing the connections between the representation of children at war, propaganda and the promotion of patriotism.

This paper examines various aspects of the impact that the affective turn had in the history of education. More specifically, it focuses on the interpretation of the emotional underpinnings retained on the canvas of memory that are revealed in textual, written, oral and iconic representations of the subjects. We revise certain fields affecting the reconstruction of experiences relating to spaces, time frames, material devices and other contexts in which the empirical culture of the school is expressed. We then attempt an integration of these elements of the subjects’ sentimental education into the processes of the construction of identity narratives and even into the new therapeutical perspectives of patrimonial education.

Review of the book Luz Elena Galván Lafarga, Lucía Martínez Moctezuma y Oresta Lópes Pérez (coords.), Más allá del texto: Autores, redes de saber y formación de lectores.

This research aims to value the integration of photography as a primary documentary source. It is applied to the study of the relationship established between the image of childhood and the idea of education during the period of 1936-1939 to determine its limitations and develop processes of scientific interpretation that allow an optimal integration of the information generated for writing history. The method of the study applies an integrative model in which scientific basis and principles of interdisciplinary analysis are used to elaborate a procedure of synthesis. In order to interpret the content of photographic images we rely on the formulation of research problems whose resolution enriches the knowledge of the past while shaping a more complete idea of the reality that was. The image of education projected by both factions in the conflict gave rise to an idea that needs to be contrasted with the reality of the facts and existing documentary evidence. Among these are the photographic reports and images that portrayed childhood during the Spanish Civil War. Its grouping, selection and study is completed by a study of the way these images were used in the Spanish Pavilion (Paris, 1937). Here we can examine the way in which each of the sides immersed in the conflict formulated a graphic image and discourse in accordance with the interest and principles supporting their own ideas regarding revolution.

This article fits within the  framework of music education history research, and aims at rescuing certain memories of Dr. Ana Lucía Frega (Buenos Aires, 1935), a music pedagogue whose professional career spanned several decades. The article uses a qualitative approach , with elements of ethnographic research, while the data and information collected through interviews are contrasted with other sources. The paper analyses the starting point of her international professional development and attempts to determine how her contact with renowned masters (Maurice Martenot, Oliver Messiaen, Arnold Bentley) influenced her personal perspective in the teaching profession and as a teacher of music teachers and researchers. Her presence in the International Society of Music Education (ISME), of which she was President, strengthened her influence in governmental areas. The history of education is built, among other elements, with the contributions of recognized teachers. In this sense, this work seeks to understand the point of view of one of these docents, embodied in her memories and personal reflections about her own musical formation and her early professional stages. Social interaction proved to be a key factor in the consolidation of hers and others’ achievements.