cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7102976.v1
title: RESEARCH AND TEACHING WITH PHOTOGRAPHS: HISTORICAL AND EDUCATIONAL PHOTOGRAPHY RESOURCES IN ILLUSTRATED MAGAZINES (MAJORCA, SPAIN, 1902-1936)

description: Abstract The origins of the illustrated press on the island of Majorca (Spain) date to the last two decades of the 19th century when visual records received a major push thanks to the consolidation of new graphic printing techniques, favouring more illustration and photography in the local press - an aspect that further strengthened in the early 20th century in news magazines. Subsequently, and running parallel to the development of international print media, photography was introduced into different media publications in Majorca, often adopting the term 'illustrated magazine'. And the news reports in these general or specialised illustrated publications are precisely where we come across different photographic and/or photojournalism reports on schools and education in general in Majorca, as well as illustrated advertising for education establishments. This article will offer an approach and analysis of the photographic resources contained in the different illustrated magazines on the island from the first three decades of the 20th century. We will also look at the image of schools from the period and the out-of-school education they provided, as well as the possible potential and uses the images represent for didactics in the history of education field.
DOI: 10.6084/m9.figshare.7102703
title: A HISTORY OF PHYSICAL, CHEMICAL AND NATURAL SCIENCES IN SECONDARY EDUCATION (1882-1950)

description: Abstract The aim of this article is to investigate the organization process of Physical, Chemical and Natural Sciences subjects during the period of 1882 to 1950. Therefore, we use as main sources normative texts from the legislation that regulate these disciplines in secondary education, particularly in Sergipe, handwritten documents such as records, letters, reports, guestbooks, among others safeguarded documents at Center of Education and Memory of Atheneu Sergipense - Cemas, and photographs of teachers on field trips, classes, laboratories, offices and meetings. The words and images reveal the syllabus, the characters involved in the story, the moments that they needed to register the practices of their classes in the process of constitution and consolidation of Physical, Chemical and Natural Sciences in secondary education of Sergipe.
DOI: 10.6084/m9.figshare.7102703.v1
title: A HISTORY OF PHYSICAL, CHEMICAL AND NATURAL SCIENCES IN SECONDARY EDUCATION (1882-1950)

description: Abstract The aim of this article is to investigate the organization process of Physical, Chemical and Natural Sciences subjects during the period of 1882 to 1950. Therefore, we use as main sources normative texts from the legislation that regulate these disciplines in secondary education, particularly in Sergipe, handwritten documents such as records, letters, reports, guestbooks, among others safeguarded documents at Center of Education and Memory of Atheneu Sergipense - Cemas, and photographs of teachers on field trips, classes, laboratories, offices and meetings. The words and images reveal the syllabus, the characters involved in the story, the moments that they needed to register the practices of their classes in the process of constitution and consolidation of Physical, Chemical and Natural Sciences in secondary education of Sergipe.
DOI: 10.6084/m9.figshare.7101266
title: THE PEDAGOGICAL PRESS IN THE RECONSTRUCTION OF THE EDUCATIONAL PAST: THE CASE OF THE JOURNAL ESCUELAS DE ESPAÑA (1929-1936)

description: Abstract Escuelas de España is one of the most representative pedagogical journals of education and of the schools of the Second Republic in Spain. The review of the international studies on pedagogical press shows the scarce historical and educational research carried out on this journal. This article aims to help fill that gap, as it features a descriptive analysis of that publication. The analysis is based on its value as a pedagogical heritage that allows researching the education and pedagogical renovation from 1929 to 1936. Its origin, purposes and characteristics, structure, sections and contents are studied, as well as its protagonists, especially the three teachers who founded and ran it.
DOI: 10.6084/m9.figshare.7101266.v1
title: THE PEDAGOGICAL PRESS IN THE RECONSTRUCTION OF THE EDUCATIONAL PAST: THE CASE OF THE JOURNAL ESCUELAS DE ESPAÑA (1929-1936)

description: Abstract Escuelas de España is one of the most representative pedagogical journals of education and of the schools of the Second Republic in Spain. The review of the international studies on pedagogical press shows the scarce historical and educational research carried out on this journal. This article aims to help fill that gap, as it features a descriptive analysis of that publication. The analysis is based on its value as a pedagogical heritage that allows researching the education and pedagogical renovation from 1929 to 1936. Its origin, purposes and characteristics, structure, sections and contents are studied, as well as its protagonists, especially the three teachers who founded and ran it.
DOI: 10.6084/m9.figshare.7941344.v1
title: BUILDING CITIZENS: SCHOOL ARCHITECTURE AND ITS SOCIETAL PROGRAMME - COMPARATIVE VISIONS FROM 19TH AND 20TH CENTURY SWITZERLAND AND LUXEMBOURG

description: ABSTRACT The paper examines the hypothesis, that school buildings construct the future citizens of the nation-state. We specifically ask, how such national constructions play out in multilingual nation-states. With a special focus on the development of school architecture in a variety of regions including as major cases Luxembourg and Switzerland, the paper analyses school buildings as the spaces where the act of physically going to school takes place. As a dominant of the local scenery, schools were also actively involved in the presentation of spaces, displaying concepts of the nation or its sub-units. In Switzerland, it reveals the strong importance of the cantons and communities; in Luxembourg it showed the significant role of the capital as well as the local commune and demographical policies of the country: While national coherence was emphasized and also symbolically transported for instance through uniform school buildings or model school types, we found also that the school buildings were of overall importance for the profile finding of regions and communes and became powerful agents of societal planning in anchoring citizens to specific regions and shaping the core of the village. In both cases, the article demonstrates the significant contribution of school buildings to the manifold ways of unifying citizens and differentiating them according to societal needs.
DOI: 10.6084/m9.figshare.7941344
title: BUILDING CITIZENS: SCHOOL ARCHITECTURE AND ITS SOCIETAL PROGRAMME - COMPARATIVE VISIONS FROM 19TH AND 20TH CENTURY SWITZERLAND AND LUXEMBOURG

description: ABSTRACT The paper examines the hypothesis, that school buildings construct the future citizens of the nation-state. We specifically ask, how such national constructions play out in multilingual nation-states. With a special focus on the development of school architecture in a variety of regions including as major cases Luxembourg and Switzerland, the paper analyses school buildings as the spaces where the act of physically going to school takes place. As a dominant of the local scenery, schools were also actively involved in the presentation of spaces, displaying concepts of the nation or its sub-units. In Switzerland, it reveals the strong importance of the cantons and communities; in Luxembourg it showed the significant role of the capital as well as the local commune and demographical policies of the country: While national coherence was emphasized and also symbolically transported for instance through uniform school buildings or model school types, we found also that the school buildings were of overall importance for the profile finding of regions and communes and became powerful agents of societal planning in anchoring citizens to specific regions and shaping the core of the village. In both cases, the article demonstrates the significant contribution of school buildings to the manifold ways of unifying citizens and differentiating them according to societal needs.
DOI: 10.6084/m9.figshare.7941329
title: NATIONAL AND POPULAR SCHOOL ARCHITECTURE DURING THE CONSTITUTIONALIST REVOLUTION OF 1914-1917

description: ABSTRACT Between the years of 1914 and 1917, public education in Mexico City was subject to a series of reforms carried out by the constitutionalist revolution to expand educational coverage among the popular classes. The strategy followed by the constitutionalists to promote popular education consisted in reorienting the “school palaces”, built during the government of Porfirio Diaz as prototypes of national school architecture, and promote constitutional reforms to empower the municipalities and force the owners of industries to establish schools in hygienic conditions for the inhabitants and their workers. Here, we will see the school architecture of the time as a result of the interaction between epistemic and non-epistemic factors.
DOI: 10.6084/m9.figshare.7941329.v1
title: NATIONAL AND POPULAR SCHOOL ARCHITECTURE DURING THE CONSTITUTIONALIST REVOLUTION OF 1914-1917

description: ABSTRACT Between the years of 1914 and 1917, public education in Mexico City was subject to a series of reforms carried out by the constitutionalist revolution to expand educational coverage among the popular classes. The strategy followed by the constitutionalists to promote popular education consisted in reorienting the “school palaces”, built during the government of Porfirio Diaz as prototypes of national school architecture, and promote constitutional reforms to empower the municipalities and force the owners of industries to establish schools in hygienic conditions for the inhabitants and their workers. Here, we will see the school architecture of the time as a result of the interaction between epistemic and non-epistemic factors.
DOI: 10.6084/m9.figshare.7941323
title: GRADED SCHOOLS AND SCHOOL ARCHITECTURE IN PARANÁ AND IN RIO GRANDE DO SUL: THE PLURALITY OF PRIMARY SCHOOL BUILDINGS IN THE BRAZILIAN CONTEXT (1903-1928)

description: ABSTRACT This paper makes a comparison between the architecture of public schools from two capital cities of South Brazil, in the first three decades of the 20th century. It aims at problematizing points of intersection between its organization and disposition, considering the complexity of its space and symbolic elements that were adopted in that historical period, especially its relations with the urban layout of that time. The documentary corpus explored in our analysis covers sources such as: governmental reports, photographs, blueprints and architectural projects of the analyzed school buildings. We highlight that international influence was very relevant in this process, especially concerning the implementation of graded schools and the hygienical aspects; its location and visuality in both of the capitals; the social group which would attend these schools; and the necessity of alfabetization of a larger number of children. We also emphasize that the analyzed corpus enables the understanding of a semiology of republican, architectural school spaces in the states of Rio Grande do Sul and Paraná.
DOI: 10.6084/m9.figshare.7941323.v1
title: GRADED SCHOOLS AND SCHOOL ARCHITECTURE IN PARANÁ AND IN RIO GRANDE DO SUL: THE PLURALITY OF PRIMARY SCHOOL BUILDINGS IN THE BRAZILIAN CONTEXT (1903-1928)

description: ABSTRACT This paper makes a comparison between the architecture of public schools from two capital cities of South Brazil, in the first three decades of the 20th century. It aims at problematizing points of intersection between its organization and disposition, considering the complexity of its space and symbolic elements that were adopted in that historical period, especially its relations with the urban layout of that time. The documentary corpus explored in our analysis covers sources such as: governmental reports, photographs, blueprints and architectural projects of the analyzed school buildings. We highlight that international influence was very relevant in this process, especially concerning the implementation of graded schools and the hygienical aspects; its location and visuality in both of the capitals; the social group which would attend these schools; and the necessity of alfabetization of a larger number of children. We also emphasize that the analyzed corpus enables the understanding of a semiology of republican, architectural school spaces in the states of Rio Grande do Sul and Paraná.
DOI: 10.6084/m9.figshare.7941338
title: AN EPISODE OF MATERIAL CULTURE: THE INAUGURATION OF 54 SCHOOL BUILDINGS IN THE CITY OF BUENOS AIRES (1884-1886)

description: ABSTRACT This article presents a central episode in the history of the expansion and redefinition of Buenos Aires school spaces: the simultaneous inauguration of 54 school buildings in 1886. The opening acts of the buildings represent a moment of strong symbolic condensation. These events allow us to see how, through words and actions, the spaces are symbolically invested, assigned functions and their objectives are defined. At the same time, it is a useful form of approximation to identify who participated, from where they did it and what relationships they maintained among themselves.
DOI: 10.6084/m9.figshare.7941338.v1
title: AN EPISODE OF MATERIAL CULTURE: THE INAUGURATION OF 54 SCHOOL BUILDINGS IN THE CITY OF BUENOS AIRES (1884-1886)

description: ABSTRACT This article presents a central episode in the history of the expansion and redefinition of Buenos Aires school spaces: the simultaneous inauguration of 54 school buildings in 1886. The opening acts of the buildings represent a moment of strong symbolic condensation. These events allow us to see how, through words and actions, the spaces are symbolically invested, assigned functions and their objectives are defined. At the same time, it is a useful form of approximation to identify who participated, from where they did it and what relationships they maintained among themselves.
DOI: 10.6084/m9.figshare.7941362
title: UNDER THE GOVERNMENT OF HIGIA: THE MEDICAL-PEDAGOGICAL KNOWLEDGE AND THE CONSTRUCTION OF A HYGIENE BODY IN PARAÍBA (1930-1940)

description: ABSTRACT This article aims to analyze how teaching manuals, put into circulation by the Paraíba State for teachers, tried to steer the guidelines for the disciplines of Physical Education and Health, in the 1930s and 1940. In terms of methodology, the analysis of printed speeches in these journals - Revista do Ensino, Boletins da Educação - and, in the textbook - A fada Higia - made it possible to understand the body model that medical -pedagogical discourse wanted to form in the years of Vargas. This is a eugenic discourse, which aimed to create strong, healthy citizens and obedient to the state. The standard concepts and discipline are discussed from Foucault's perspective. We conclude that educational legislation incumbent teachers to this task.
DOI: 10.6084/m9.figshare.7941362.v1
title: UNDER THE GOVERNMENT OF HIGIA: THE MEDICAL-PEDAGOGICAL KNOWLEDGE AND THE CONSTRUCTION OF A HYGIENE BODY IN PARAÍBA (1930-1940)

description: ABSTRACT This article aims to analyze how teaching manuals, put into circulation by the Paraíba State for teachers, tried to steer the guidelines for the disciplines of Physical Education and Health, in the 1930s and 1940. In terms of methodology, the analysis of printed speeches in these journals - Revista do Ensino, Boletins da Educação - and, in the textbook - A fada Higia - made it possible to understand the body model that medical -pedagogical discourse wanted to form in the years of Vargas. This is a eugenic discourse, which aimed to create strong, healthy citizens and obedient to the state. The standard concepts and discipline are discussed from Foucault's perspective. We conclude that educational legislation incumbent teachers to this task.
DOI: 10.6084/m9.figshare.7941350
title: ANTONIO BANDEIRA TRAJANO AND THE PEDAGOGICAL RENEWAL READ IN SCHOOLBOOKS: TEACH ARITHMETIC INTUITIVELY (LATE NINETEENTH CENTURY)

description: ABSTRACT This article presents results of researches that were developed from the scientific initiation to the doctorate. While traveling through so many possible paths of research, I always feel drawn to the topic of intuitive teaching of Arithmetic in primary schools during the late nineteenth century. Taking the arithmetic trilogy of Antonio Bandeira Trajano - Aritmética Primária, Aritmética elementar ilustrada e Aritmética progressiva -, for analysis, I came to clear evidence that Brazil appropriated not only a pedagogical model of the United States - the intuitive teaching of Arithmetic -, but also a graphic-editorial model of a school book. In addition, the three works analyzed here are witnesses of the first attempts to constitute an Arithmetic pedagogy in Brazilian primary schools, which I have called practical-intuitive pedagogy.
DOI: 10.6084/m9.figshare.7941350.v1
title: ANTONIO BANDEIRA TRAJANO AND THE PEDAGOGICAL RENEWAL READ IN SCHOOLBOOKS: TEACH ARITHMETIC INTUITIVELY (LATE NINETEENTH CENTURY)

description: ABSTRACT This article presents results of researches that were developed from the scientific initiation to the doctorate. While traveling through so many possible paths of research, I always feel drawn to the topic of intuitive teaching of Arithmetic in primary schools during the late nineteenth century. Taking the arithmetic trilogy of Antonio Bandeira Trajano - Aritmética Primária, Aritmética elementar ilustrada e Aritmética progressiva -, for analysis, I came to clear evidence that Brazil appropriated not only a pedagogical model of the United States - the intuitive teaching of Arithmetic -, but also a graphic-editorial model of a school book. In addition, the three works analyzed here are witnesses of the first attempts to constitute an Arithmetic pedagogy in Brazilian primary schools, which I have called practical-intuitive pedagogy.
DOI: 10.6084/m9.figshare.7941377
title: SOURCES FOR THE DEVELOPMENT OF A PUBLISHING MAP OF TEXTBOOKS IN SPAIN

description: ABSTRACT Regardless of the debate over the use or abuse of textbooks and their usefulness as educational resources, their impact on schools is directly related to the market shares of publishers. In Spain, details of the distribution of each text book are not given. Therefore, the aim of this article is to analyze each of the sources from which we can extrapolate some information about this subject. We examine the sources from both agencies and public entities, such as the publishing industry itself, in an area in which more information and transparency is demanded. Among the findings, the analyzed sources provide global data of the publishers, but not of each publisher, nor the concretion by subject nor by educational levels; the declared large and very large companies dominate the market. This study is very useful for those who investigate any field related to textbooks and take into account their figures of commercialization.
DOI: 10.6084/m9.figshare.7941377.v1
title: SOURCES FOR THE DEVELOPMENT OF A PUBLISHING MAP OF TEXTBOOKS IN SPAIN

description: ABSTRACT Regardless of the debate over the use or abuse of textbooks and their usefulness as educational resources, their impact on schools is directly related to the market shares of publishers. In Spain, details of the distribution of each text book are not given. Therefore, the aim of this article is to analyze each of the sources from which we can extrapolate some information about this subject. We examine the sources from both agencies and public entities, such as the publishing industry itself, in an area in which more information and transparency is demanded. Among the findings, the analyzed sources provide global data of the publishers, but not of each publisher, nor the concretion by subject nor by educational levels; the declared large and very large companies dominate the market. This study is very useful for those who investigate any field related to textbooks and take into account their figures of commercialization.
DOI: 10.6084/m9.figshare.7941365
title: THE ORGANIZATION OF SCHOOL MUSEUMS COURSE BY THE HISTORICAL NATIONAL MUSEUM (BRASIL, 1958)

description: ABSTRACT This article is about the Organization of School Museums Course by the Historical National Museum of Brazil, as invited by the National Institute of Educational Studies and Research - Instituto Nacional de Estudos e Pesquisas Educacionais (Inep) in 1958. The agreement between both institutions aimed at offering a short course to scholarship holder teachers in order to enable them to organize school museums in their original states. Reports of the Historical National Museum of Brazil and of its employees, the students’ written assessments, and the Brazilian and international museological studies of the context were consulted. It was possible to recognize a dialogue between teachers and professionals of the museums in which representations, definitions, appropriations and practices about museums are being discussed. This paper has increased knowledge on school museums, educational performance of the Historical National Museum and international circulation in this context.
DOI: 10.6084/m9.figshare.7941365.v1
title: THE ORGANIZATION OF SCHOOL MUSEUMS COURSE BY THE HISTORICAL NATIONAL MUSEUM (BRASIL, 1958)

description: ABSTRACT This article is about the Organization of School Museums Course by the Historical National Museum of Brazil, as invited by the National Institute of Educational Studies and Research - Instituto Nacional de Estudos e Pesquisas Educacionais (Inep) in 1958. The agreement between both institutions aimed at offering a short course to scholarship holder teachers in order to enable them to organize school museums in their original states. Reports of the Historical National Museum of Brazil and of its employees, the students’ written assessments, and the Brazilian and international museological studies of the context were consulted. It was possible to recognize a dialogue between teachers and professionals of the museums in which representations, definitions, appropriations and practices about museums are being discussed. This paper has increased knowledge on school museums, educational performance of the Historical National Museum and international circulation in this context.