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

Listado de Evaluadores/as 2017

The emergence in France of the Maisons familiales d’apprentissage rural in the 1930s bought the inclusion of active pedagogy and  codetermination to agricultural professional education. This approach impelled the experiments in cooperativism of the Valencian Escuelas Agrícolas Comarcales that were created in Spain during the last years of Franco’s dictatorship, and that were further developed during the political transition to democracy, in order to meet the demand for improved education and cultural capitalization of the countryside. Among these experiences, it is worth noting that of the rural population of Chulilla (Valencia —the subject of the following study— as it shows the implementation of educational practices based on democratic  management and pedagogical renewal. The analysis and study of this brief but meaningful experience in the history of Valencian education reveals the way in which an educational community is able to build a critical school where freedom is practiced while at the same time holding on to its origins. By resorting to oral sources, we have been able to recover the memory of their protagonists, a part of the history of this cooperative initiative of rural education, analyzing both pedagogical assumptions on which it was based (active methodology, alternation, codetermination, democracy, personal development, etc.), as well as its development in daily practice

The Unique Portuguese School did not establish a qualitatively uniform relationship with culture and society. The issue of education often presented a contrast between the rural world, taken as idyllic, and the urban world, presented as threatening to the morale and well-being of individuals. Correlatively, the school curriculum showed an openness to progress and cosmopolitanism. Rural culture, the material universe, and the symbolic countryside of rural Portugal were neglected and seen as being archaic. This indeterminacy and that paradox were based on ideological and nationalistic assumptions, and had their consequences in school norms and in the corporatism of the Estado Novo. The portugality underlying the Unique School would not necessarily be rural, but the minimalist formation provided by school literacy seemed compatible with rurality. I propose to document and problematize this subject. I will also refer to policies for expanding the school network and teacher training. I will conclude by examining the International Survey promoted by the UNESCO, Possibilités d’Accès à l’Éducation dans les Zones Rurales (1958), in response to which the Portuguese State has issued the laconic answer «aucune différence». This would seem to show the possibilities of the Portuguese unique school

Preescolar na Casa is the educational action organized among families of children from zero to six years in rural Galicia, in a disperse population. It is based on daily life and the family and social environment. The action, first organized and promoted by the Caritas of Galicia, was initially managed byCaritas Diocesana de Lugo and from 2001 on by the Fundación Preescolar na Casa. This paper presents its theoretical foundations and describes and analyzes its activities and achievements over the 35 years of its existence (1977-2012).

This essay refers to the history of rural education in Mexico in the context of the state configuration that emerges as a result of the social revolution during the decade of 1910. It shows how the perception of the «the indigenous problem» is transformed into «the rural problem» and the way in which such transformation is related to the strategies of the federal government to solve one of the most important «national problems». Since the rural education project faced difficulties and resistances, the Ministry of Public Education tested different methods in order to find strategies to «civilize» and «forging a sense of the fatherland». This work emphasizes some of the strategies undertaken by the Ministry of Public Education to educate the population that lived in the countryside in the 1920s. Although politicians and intellectuals emphasized the urgency of rescuing local needs in the process of building the modern nation, a central element of this process is that rural education sought the industrialization of agricultural production, which implied very significant changes in the everyday life of indigenous and peasant communitiesa

The purpose of this analysis is to demonstrate the singularity of the school opened by don Milani in an isolated area of the Tuscan countryside, called Barbiana, between 1958 and 1967. This experience, considered a didactic and pedagogic laboratory of interest at a national and international level, still causes controversy to this day. The experiment benefittted from a precedent, namely, the popular education experiment carried out in San Donato in Calenzano, near Prato, between 1947 and 1954

The aim of this work is to trace the historical events surrounding primary education for Italian children between the Unification of Italy and the fall of Fascism (1861-1943). We focus particularly on the continuity and the changes in school policy promoted by the Italian government in relation torural schools, offering an analysis, from an institutional point of view, of the evolution of the legislation and of the history of the state and private institutions in charge of organizing schools for young farmers between the half of the 19th and of the 20th century

At the tumultuous political and nationalist crossroads of the late nineteenth and early twentieth centuries, the formation of the different systems of gymnastics and physical education in both Europe and America represented an area of remarkable and highly-debated technical and ideological controversies. In the circumstances of that time, some professional gymnasts tried their luck in other countries and in doing so exported knowledge of the different gymnastic methods, and also tried to move closer to aspirations of progress and modernity in the host countries. One of these professionals was José Sánchez y González de Somoano, a Spanish gymnastics teacher who had a close professional link to Mexico during the second presidency of General Porfirio Díaz. His work as founder and director of the gymnasium at the teacher training college, the Escuela Normal de Profesores de México, from 1887 to 1889, has meant that his prominence, unmentioned until  now in the history of education, has been restored as an object of study in this article, through a revealing biography and bibliographical research on some of his most iconic works. A critical analysis of these works, within the historical context of his work, enables us to address the analogies and differences in the development and conceptualisation of physical education in Spain and Mexico . Furthermore, , the information presented is significantly representative, providing a glimpse of the social and cultural context of the time as well as the transcontinental relationship that existed between the two countries.

In 1934, with the increasing threats to democracy from such totalitarian nations as Italy and Germany, Sir Ernest Simon (1879-1960), a British industrialist and former Liberal MP, founded the Association for Education in Citizenship (AEC) to advocate reform in citizenship education forcultivating democratic citizenship. Simon’s efforts and his distinctive approach towards citizenship education, which was different from that of his contemporaries such as Fred Clarke, R. H. Tawney, and Richard Livingstone, have been discussed and acknowledged by historians. Even so, few historians have attempted to grasp Simon’s ideals of liberal democracy and how his democratic ideals were reflected in his views of citizenship education. Due to a lack of connection between Simon’s democratic ideals and his views of citizenship education, previous literature not only fails to explain in what way Simon’s approach towards citizenship was «liberal», but also misinterprets Simon’s ideas of citizenship education. In view of this, the current paper explores Simon’s views of democratic citizenship and his campaign for a new citizenship education in relation to his ideals of liberal democracy in order to provide a better understanding of Simon’s approach towards citizenship education. Moreover, it will help shed some light on the development of citizenship education in twentieth-century England.

The use of photographs as sources for the History of Education is one of the new topics of contemporary historiography that is assuming a greater role today. This paper will focus on the value of images as a historical source for the purpose of studying certain representative elements of some private schools Madrid during Franco’s regime. The research revolves around the most characteristic representations of these schools, highlighting the spaces, religiousness, education and activities as elements of identity and distinction: museums, school exhibitions, sports, associations and artistic activities. The main sources of documentation used come from the photographic archive in the collection of teacher-training reports preserved in the fund Anselmo Romero Marin in the Museum of History of Education «Manuel Bartolome Cossio» of the Complutense University.