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In this paper, we describe the elements that characterize the teaching of Mathematics in the Ave María Schools, founded and run by Andrés Manjón in Granada between 1889 and 1923. He stood up for a peculiar model of integrated education, based on Christian values, and he also developed his own methodological principles, similar in many ways to those of the emerging École Nouvelle. The selection and analysis of several sources has allowed us to set his teaching of Mathematics within this pedagogical framework and has suggested us the idea that the strategies used by Manjón in order to teach Arithmetic and Geometry could be innovative at that time and, perhaps, valuable from the point of view of contemporary Didactics. [ABSTRACT FROM AUTHOR]

This paper attempts to demonstrate another side of the history of secular education in the Malay States in the 1940s and 1950s. The focal point of this paper is on the discussions published in the Malay magazines and newspapers on the responsibility of the teachers to enhance methodology of their teachings. This is a library research and conducted based on qualitative approach. Information derived from the Malay magazines such as Majalah Guru, Panduan Raayat, Sahabat and Bintang Malaya. Besides that, secondary sources like books and articles had also consulted. Documents consulted demonstrate that teachers were required to have a charismatic personality and creative in their teachings. Governments paid special attention to the issues related to education and tried to eradicate illiteracy through radio broadcasting program. In summary, discussions on teaching methods and strategies as well as teachers' personality traits published in Malay periodicals in this period of study contain valuable information for those involved ineducational field today. [ABSTRACT FROM AUTHOR]

The paper's objective is to define a theoretical approach to building a conceptual model of empiric research into behaviour of students in relation to learning and factors shaping it, variables and indicators of this model, present the results of the nationwide study revealing the behaviour of students in relation to learning and the content of learning reinforcement in the context of the present-day Russia. As an empirical research method the questionnaire survey was used. Based on the analysis of empirical data the nature of changes in academic performance of students depending on the grade was demonstrated, the role of external and internal factors fostering learning and the mechanism of their impact was described. High significance of interest and motivation as factors driving students' academic performance was determined and the probabilistic performance model was built. [ABSTRACT FROM AUTHOR]

It is generally argued that, in the context of Imperial Germany, public primary education was used to form “loyal citizens” and to build a nation. In this paper we analyze to what extent state spending on primary education affected participation at general elections and votes for pro-nationalist parties. We combine census data on the composition of school funding with federal election data at the level of 199 constituencies in five-year intervals from 1886 to 1911. Panel estimates of models with constituency and time-fixed effects show that an increase in the share of central spending is positively related to the vote share for pro-nationalist parties. Results on voter turnout are weaker and less clear cut. Estimates of models with lagged state spending by category of expenditure are consistent with the role of indoctrination of public primary education. [ABSTRACT FROM AUTHOR]

In the paper we present progress of a research project that aims at studying the political-pedagogical project and actions of popular education with youth and adults in the Department of University Extension of the University of Buenos Aires which ran between 1956 and 1966.The Department of University Extension attempted to articulatethe university with the people. The focus of its actions was in the Maciel Island. There, for ten years, they developed educational, health and welfare actions in order to solve the problems of the inhabitants of the island, from a joint effort between the university and the community. [ABSTRACT FROM AUTHOR]

This work offers an analysis of the development of the concept of educational justice in Mexico from the mid 1970s to the first decade of the 21st century. Based on a perspective underpinned by conceptual history and hypotheses on the externalization of the compared education approach, this paper highlights a reemergence and sedimentation of the concept of educational justice during the 1990s, both in academia and official discourse. This is explained in part by growing social and educational inequalities and the externalization of national discourse, which have fostered an original hybridization that points towards a renewal of optimism in schools, and the possibility of more just - or simply less unjust - societies. [ABSTRACT FROM AUTHOR]

This paper investigates preservation education options for library and archive students at degree granting institutions in South Africa through examining the following questions: which institutions offer separate classes or modules dedicated preservation issues; what academic levels are the existing classes directed towards and how often are they offered; what preservation issues are covered in existing classes and modules; what is the preservation-related experience of the instructors, and; how do South Africa's offerings compare internationally? The paper also evaluates the appropriateness of the preservation content offered against established benchmarks. [ABSTRACT FROM AUTHOR]

Current paper discusses the possibilities of thinking the Teaching of Sociology as a scientific field, starting from Bourdieu's idea of field. The process of the historic formulating of the Teaching of Sociology in Brazil and the logic immanent to the scientific field are taken into account, governed by a singular logic that mobilizes the various agents. The theoretical essay brings to the fore new elements for the discussion of this issue. [ABSTRACT FROM AUTHOR]

This paper is about the historiography of the Brazilian education starting with the consideration about the appearance and development of the field of history of education in Brazil covering five aspects: 1) preservation of the memory of the Brazilian education; 2) introduction of the subject History of Education in the curricula of the common schools and in the courses of pedagogy; 3) historiographic production about education; 4) organization of research groups in the history of education; 5) circulation of the production of the field of the history of Brazilian education covering the different forms of publicity consubstantiated in the different types of events and in the different types of publications in the area of history of education. Then, there is the consideration of the course of the historiography in the Brazilian education as a process of construction- deconstruction of the educational memory. Finally, in the last part, there is the critical appreciation of the historiography of the Brazilian education in the current situation. [ABSTRACT FROM AUTHOR]

The magazine 'Children', published for the teacher of early childhood education, has been selected as theme, source and object for history writing since it is a sample that pervades the institutionalization of education in early childhood in Brazil. The aim of current paper is the interpretation of the section titled 'Letters to the Teacher', used primarily to advertise each editions and to inform on activities and themes related to education in early childhood. Two main categories are proposed, or rather, the teacher in the education of early childhood as a participant in the drafting of the magazine and 'Children' as a tool for the guidance of practices that may be developed by teachers. The issues between numbers 29 (BRASIL, [ca.1996]) and 37 (BRASIL, 2002b), within the two terms of Fernando Henrique Cardoso's administration, triggered discussions that prioritized the form and contents of the section 'Letters to the Teacher'. The letters highlight that teachers should be creative, reflective and responsible for spreading quality in the praxis of education in early childhood. Results show that the magazine 'Children' provides several approaches to the writing of history for the historians of Education. [ABSTRACT FROM AUTHOR]

Current paper is the partial result of a research, funded by CNPq, on the History of the Italian Ethnic Community Schools in Brazil (1875-1945). Investigating and mapping school organizations established by Italian immigrants in the state of Rio Grande do Sul, Brazil, the text was built on Cultural History Studies and methodically processed by documental analysis, especially consular reports, documents of the Italian Ministry of Foreign Relations, newspapers, photographs and others. Several school initiatives may be found in different regions of Rio Grande do Sul, occupied by Italian immigrants or their descendants. Many were only temporary procedures and all were poorly systematized, albeit significant. They were different when installed in urban or rural areas. Moreover, they reveal the singularities and specific understanding of the importance of schooling. Since they were spaces for the constitution of Italian identity, Catholicity or even just for simply learning to read, write and calculate, it was an important educational space within the State's scenario of the period. [ABSTRACT FROM AUTHOR]

This paper aims at analyzing the representations on childhood and education in Guarapuava-PR in the period 1930 to 1960. Based on newspapers published in the city during the period, we divided the text in two parts: 1) firstly, we studied the issues that were raised around the child and which touched the daily lives of families, 2) then, we investigated the representations directly related to school education that the child care provided to the different ways in which writers / readers of newspapers analyzed their own educational context. In conclusion, we could see the relevance of childhood in the way social transformations of the city were understood by men and women who thought the limits and possibilities of education then existing. [ABSTRACT FROM AUTHOR]

This paper analyzes aspects of the history of education in Brazil related to the consolidation of public schools and educational policies. The period marked begins with the 1930s, a time when the organization and implementation of a public school system in the country has become a condition for the socio-economic development, and extends to the 2000s with the consolidation of democracy and the rule of law in Brazil. It is based on documentary sources developed by governmental and scientific organizations and the literature produced by researchers. The data show that over the period there was an increase in all levels of education, however, continues to persist traces of elitism and exclusion. Moreover, there is contrast between the quality of graduate and public school, which has failed its essential function. These findings highlight the need to solve these problems in order to advance democracy in the country. [ABSTRACT FROM AUTHOR]

Our paper provides a comparative perspective on the development of public primary education in four of the largest developing economies circa 1910: Brazil, Russia, India and China (BRIC). These four countries encompassed more than 50% of the world's population in 1910, but remarkably few of their citizens attended any school by the early 20th century. We present new, comparable data on school inputs and outputs for BRIC drawn from contemporary surveys and government documents. Recent studies emphasize the importance of political decentralization, and relatively broad political voice for the early spread of public primary education in developed economies. We identify the former and the lack of the latter to be important in the context of BRIC, but we also outline how other factors such as factor endowments, colonialism, serfdom, and, especially, the characteristics of the political and economic elite help explain the low achievement levels of these four countries and the incredible amount of heterogeneity within each of them. [ABSTRACT FROM AUTHOR]

This paper seeks to analyze the main issues concerning the main tensions to be resolved by the education, aiming to clear the theme of cultural diversity. Here in it is argued in the context of the emergence of concepts, such as cultural diversity, pluralism, multiculturalism, interculturality, identity, among others. This study is based on a research conducted by teachers of the area of public policy of the State University of Maringá, which examine important aspects of the history of Brazilian education, in particular documents of international organizations like UNESCO. [ABSTRACT FROM AUTHOR]

The priest and educator Jan Hus, who was killed by fire in 1415 the Council of Constance, wrote two letters to his disciple Martin of Volyne, in which left a set of instructions for distribution of their material possessions and an list of spiritual teachings. The letters were similar, and the first should only be opened if Martin received from a reliable source news of the death of Hus. This paper examines the context and content of these letters for clues (concept based on historian Carlo Ginzburg) from an educational activity on the part of the sender and the transmission of his place of master to his disciple. [ABSTRACT FROM AUTHOR]

This paper aims to put forward a historical approach to research on the history of teaching, theoretically concerning the two genetic aspects developed by Norbert Elias in his research about civilizing processes --sociogenesis and psychogenesis. The analysis proposed for the schooling process includes a study on long-term changes in individuals' behavior (psychogenesis) referred to students and teachers, and changes in social settings (sociogenesis), especially in the family and the school. This study makes part of a broader research on the schooling process in Minas Gerais (Brazil) in the 19th and 20th centuries focusing on elementary school teaching. [ABSTRACT FROM AUTHOR]

This paper seeks to introduce this special issue by setting out what seem to be some of the major theoretical and methodological issues raised for comparative education by the increasing prominence of the discourses of the knowledge economy, which, it is argued, represent a particularly strong version of globalisation and its possible relationships to education systems, and hence an especially acute challenge to comparative education. It focuses on the possible implications of these changes for each of the three elements of ‘national education system’. In terms of the ‘national’ it discusses the nature and consequences of methodological nationalism, and emphasises the emerging pluri-scalar nature of the governance of education. In terms of ‘education’, it argues that education is now being asked to do different things in different ways, rather than the same things in different ways. In terms of ‘system’, it is suggested that the constitution of education sectors may be in the process of changing, with a development of parallel sectors at different scales with different responsibilities. Overall, the article suggests that we may be witnessing the development of a new functional, scalar and sectoral (non zero sum) division of the labour of educational governance. Finally, it addresses the question ‘what is now to be compared’ and considers the consequences for both ‘explaining’ and ‘learning’ through comparative education. [ABSTRACT FROM AUTHOR]

TEACHERS HAVE BEEN left out of nineteenth- and early twentieth-century labour history just as they have been ignored, as workers, in the history of education. This paper investigates themes in the history of elementary public school teachers' work in Quebec and Ontario during the period when state school systems were being put in place and public teaching forces were becoming predominantly female. During this period teachers contended with the introduction of new subjects and methods, the introduction of increasing amounts of paperwork, and a growing insistence on discipline and uniformity in increasingly hierarchical work places. In addition they had to deal with unhealthy working conditions and conflicts over who was responsible for the upkeep and physical improvement of schools. Although, by the turn of the century, increasing workloads, difficult working conditions, and low pay had pushed urban women teachers to form single-sex protective associations, most schoolmistresses failed to identify with other organized workers. Neither self-identified workers, nor the professionals they aspired to be, they began to understand one major source of their problematic status when they perceived that this derived, in large part, from their Status as women. [ABSTRACT FROM AUTHOR]

Like the text books they complement, dictionaries are widely used tools in schools. This article examines which dictionaries were authorised for use in schools from 1880 to 1960 by the Department of Public Instruction, the definitive authority for education in Quebec in the absence of a government department, and what use was made of them. During the period examined in this study, dictionaries had to receive endorsement, in the same manner as all text books for francophone public schools, from the Catholic Committee of the Council of Public Instruction, which was comprised half of Catholic bishops from Quebec and the other half from the Catholic laity. Text books and dictionaries were subjected to the meticulous and critical examination of the clerical authorities, who had the text modified or removed illustrations that did not seem to conform to orthodoxy in their eyes before granting their approval. Even though other dictionaries were circulating in Quebec, notably those of the publishers Mame, Quillet-Flammarion, and Hatier, it is the Larousse dictionary, particularly the Dictionnaire complet de la langue française with Canadian supplement, that dominated the period and that made the Montreal publisher Beauchemin its fortune. This study shows that the imported French book could only be distributed in Quebec and in Canada as long as the content met the moral standards of the Catholic Committee of the Council of Public Instruction. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the editors discuss various papers published within the issue, including one on religiosity and education in antiquity, one on a bishop model for the sixth century period, and another on Brazilian education during the 19th century.