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

The content and focus of the history subjects contemplated in the reform of the Primary Instruction of the Philippines of 1863 were conceived by the colonial authorities as an effective mechanism of social control. That is why textbooks destined for primary and secondary education were subject to the tight control and censorship of the religious authorities in charge of colonial education. But this educational reform also opened enormous horizons of economic enrichment through the business of selling textbooks intended for Philippine educational institutions in the framework of the conservative liberal historiographical tradition. Finally, during the final years of the century, when the protests against peninsular domination in the archipelago increased, the colonial authorities supported the distribution in the form of school manuals of a series of markedly patriotic works that extolled the colonizing work of the metropolis.

Review of the book Sandra Cristina Fagundes de Lima e Gilvanice Barbosa da Silva Musial, Histórias e memórias da escolarização das populações rurais: sujeitos, instituições, práticas, fontes e conflitos

Review of the book by José António Afonso, Escolas rurais na 1.ª República portuguesa (1910-1926): Discursos e representações sobre a periferia

By combining historiographical reflection with an autobiographical narrative, this piece of research is made up of three separate parts. First, an essay by Raimundo Cuesta, where he explains his intellectual autobiography as applied to his last book, Thersites’s Lessons. Secondly, an interview withRaimundo Cuesta, conducted by the young historian Gustavo Hernández Sánchez. And lastly, Hernández Sánchez’s review and synthesis of Cuesta’s recent book, which is then included in the corresponding section of the journal, as a pretext for describing his personal and intellectual relationship with the author

Review of the book Sara Ramos Zamora (ed.), Entre lo público y lo doméstico. Capacitación profesional de las mujeres rurales en España (1940-1970).

Review of the book  Raimundo Cuesta Fernández, Las lecciones de Tersites. Semblanza de una vida y una época, 1951-2016.

Review of the book Antonella Cagnolati, La costilla de Adán. Mujeres, educación y escritura en el Renacimiento.

 In this article we analyse the propaganda work done by the journal The New Era for divulgating and popularising the progressive education movement. The review started in 1920, so it was the first in transmitting the ideas of this movement, and also the first English language journal that became the channel of expression of the New Education Fellowship, for divulgating the innovative ideals in the Anglo-saxon countries.We have studied the propaganda work from the images that the journal has published between 1920 and 1939. As a research method we have chosen a combination of content analysis and a grounded theory approach. We have identified a list of categories that are connected with the characteristics of new or progressive education. We have considered as starting point that all the ideals and school practices made more visible by the journal, i.e., the ones that were shown in many images, were those used for building a public image of the New Education.We have organized the visual discourse built by The New Era around six ideas: coeducation, activity, freedom, nature, child-centered, and individualization versus socialization. We have quantified the number of images that were published in connexion with everyone of these ideas, making comparisons between spaces and times. The quantitative analysis has allowed us to explain general patterns and exceptional features. Finally, we present the most remarkable characteristics of the iconographical discourse about the New Education that was built and propagated by The New Era.

Frank Simon (1944) is an Emeritus professor of History of Education in Ghent University from the year 2009. Internationally he is known by a large group of scholars because of his involvement with the journal Paedagogica Historica and the role he played inside the International Standing Conference for the History of Education (ISCHE). In this article he speaks about some personal events that have shaped his life, and about the people that have inspired him during his academic career. He also gives his views on the future of the history of education as a discipline, and the historical work that still must be done.

Review of the book by Manuel de Puelles Benítez. Política educativa en perspectiva histórica. Textos escogidos. (Madrid: Biblioteca Nueva, 2017)