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The Standing Working Group (SWG) “Observatory for the History of Education” was formed in the city of Porto (Portugal) during the International Standing Conference for the History of Education (ISC...

This article traces the history of teacher education in Canada from the seventeenth century to the present by focusing on teacher education in the English-language dominant province of Ontario and the French-language dominant province of Québec. Because of the decentralized nature of education in Canada, it is at the provincial, not at the national level, where policies and practices for teacher education are developed and delivered. Like the history of Canada itself, the history of teacher education is marked by conflicts of gender, religion, power, class, race, language and ethnicity as teacher education struggled to claim a space itself in the academy and exercise its authority within the ivory tower. The article considers how the historical struggles and successes can both inform and cause us to critically reflect our current practice. Este artigo traça a história da formação de professores no Canadá a partir do século XVII até o presente, centrando-se na formação de professores nos idiomas inglês, língua dominante na província de Ontário, e francês, língua dominante na província do Québec. Devido à natureza descentralizada da educação no Canadá, é na província, não em âmbito nacional, em que as políticas e práticas de formação de professores são desenvolvidas e entregues. Como a própria história do Canadá, a história da formação de professores é marcada por conflitos – de gênero, religião, poder, classe, raça, língua e etnia – que influenciam na maneira como a formação de professores lutou para reivindicar um espaço próprio na academia e exercer a sua autoridade dentro da torre de marfim. O artigo considera como as lutas históricas e sucessos podem informar e suscitar reflexões críticas acerca das práticas atuais.

L’étude des manuels scolaires, encore embryonnaire au Québec, ne s’est pas encore attardée à la production pédagogique des communautés féminines. Cet article présente le rôle joué par la Congrégation de Notre-Dame dans la rédaction d’instruments pédagogiques et didactiques tel que mesuré par l’inventaire des manuels scolaires rédigés par cette communauté pendant plus d’un siècle, de 1858 à 1991. Nous dressons un portrait des manuels scolaires produits par cette communauté : importance des éditions et rééditions, matières privilégiées en regard des clientèles visées, inscription ou non dans le processus officiel d’approbations desmanuels mis en place par l’État, spécificité des contenus par rapport à certains manuels « concurrents ». Les résultats permettent de dégager certaines pistes de recherche mais aussi d’esquisser les interprétations relatives à la spécificité de la production pédagogique québécoise de cette communauté enseignante féminine., In Quebec, the study of school textbooks has not yet examined the books produced by the feminine teaching orders. This article presents the part played by the Congrégation de Notre-Dame in the production of textbooks during more than a century, i.e. from 1858 till 1991. We will present a "portrait" of the mosaic of books produced by that religious order: editions and re-editions, favoured subjects depending on intended clienteles, inscription or not in the official approbation system created by the state. The data presented here will answer some questions but will also raise some interrogations about the specificity of this religious order as compared to others involved in the production of textbooks in the same period.

L’auteure analyse les rapports qu’entretenaient les enseignantes et les enseignants laïques et religieux à l’endroit de la formation des maîtres au moment où se discutait l’abolition éventuelle des écoles normales et le transfert de ce type de formation à l’université. L’auteure montre comment, à partir du milieu des années 50, enseignantes et enseignants laïques et religieux étaient en train de modifier totalement leurs rapports respectifs devant les bouleversements en voie de transformer autant les institutions où ils travaillaient que leur condition de vie, de travail, voire leur rapport au savoir et au métier d’enseignant., The author analyses views of male and female teachers, from both lay and religious communities, regarding teacher training at a time when a proposal to transfer this training from normal schools to universities was being discussed. The author proves that, starting in the mid-1950's, both communities were in the process of modifying their respective positions, given the important changes which would transform the institutions for which they worked and their living conditions; especially their relationship to knowledge and the teaching profession., La autora analiza la relaciones que mantenían las y los profesores laicos y religiosos con respecto a la formación de los maestros en el momento en que se discutía la abolición eventual de las escuelas normales y el traspaso de este tipo de formación a la universidad. La autora muestra cómo, a partir de mediados de los años 50, profesoras y profesores laicos y religiosos modificaban totalmente sus relaciones respectivas ante los profundos cambios en vías de transformar tanto las instituciones en que trabajaban como sus condiciones de vida, de trabajo, ver mismo sus relaciones con el saber y con la función de maestro., Die Verfasserin analysiert die Einstellung gegenüber der Lehrerbildung unter Lehrkräften im Laien - oder Ordensstand, zu der Zeit, als man über die mögliche Abschaffung der "Ecole Normale" und die Verlegung dieser Ausbildungsform an die Universität diskutierte. Die Verfasserin zeigt, wie seit der Mitte der 50er Jahre Laien—und Ordenslehr—kräfte ihre Haltung veränderten angesichts der Umwälzungen, die sowohl die Institutionen, in denen sie arbeiteten, zu berühren begannen, als auch ihre eigenen Lebens—und Arbeitsbedingungen, ja sogar ihr Verhältnis zum Wissen und zum Lehrberuf.

O texto trata das pesquisas em educação realizadas no Quebec, Canadá, destacando os métodos mais apropriados para apreender como a instituição escolar se transforma, evolui e responde a novas necessidades. Para tanto, partimos daquilo que conhecemos melhor, ou seja, de pesquisas realizadas nesses últimos anos. Concentramos-nos em dois campos que inspiraram e guiaram nossas refl exões: História e Sociologia da Educação. O texto está estruturado em três pólos principais: O processo de pesquisa em educação – meandros de um grande rio educacional; As grandes estratégias de pesquisa para decifrar as facetas ocultas da escola – as pedras do riacho;) Os modos de investigação para compreender a instituição escolar – as pontes para atravessar as correntes.

En 1991, le ministère de l'Agriculture, des Pêcheries et de l'Alimentation du Québec décidait de rendre conditionnelle à la formation agricole formelle l'obtention d'un certain nombre d'avantages financiers consentis aux jeunes agriculteurs de la relève. Cet article analyse le discours qui a longtemps prévalu sur les avantages de la formation scolaire qu'il confronte à la réalité au moyen d'une vaste enquête téléphonique auprès des producteurs laitiers et porcins québécois. Il conclut sur les principaux facteurs qui ont incité l'Etat québécois à opter pour une relative coercition en matière de formation des jeunes agriculteurs., As of 1991, the Québec Ministry of Agriculture, Fisheries, and Food Production provides a certain number of financial advantages to young people entering the field of agriculture which were to be conditional to formal agricultural training. This article analyzes the existing discourse on the advantages of school-based training when examined in light of real experiences described in a vast telephone survey of Québec milk and pork producers. The conclusion describes the principal factors which influenced the Québec government to provide these measures for training young agriculturists., En 1991, el Ministerio de Agricultura, Pesca y Alimentos del Quebec decidio que la obtencion de ciertas ventajas financieras solicitadas por jovenes agricultores, estaria condicionada al seguimiento de una educacion agricola formal. Este articulo analiza el discurso sostenido desde hace tiempo sobre las ventajas de la formacion escolar, confrontandolo a la realidad a través de una vasta encuesta telefonica de productores de lèche y de ganado porcino del Quebec. Se concluye citando los principales factores que han incitado al Estado a optar por una politica coercitiva en materia de formacion de jovenes agricultores., 1991 beschlotë das quebekische Ministerium fiir Landwirtschaft, Fischerei und Ernâhrung, datë die jungen Nachwuchslandwirte nur dann finanzielle Vorteile bekommen wiirden, wenn sie eine richtige landwirtschaftliche Ausbildung abgeschlossen haben. Die herkômmliche Auffassung von den Vorteilen einer schulischen Ausbildung wird hier analysiert und auf Grund einer umfassenden telefonischen Umfrage bei Landwirten der Milchproduktions- und Schweinezuchtbranche mit der Wirklichkeit konfrontiert. Zum Schluf? werden die verschiedenen Faktoren erôrtert, die die quebekische Regierung veranlafo haben, die jungen Landwirte zu einer Ausbildung zu zwingen.

Au cours des 15 dernières années, les femmes qui travaillent en milieu agricole au Québec se sont regroupées au sein d'une fédération et ont revendiqué une reconnaissance légale. Un programme du ministère de l'Agriculture, des Pêcheries et de l'Alimentation leur a facilité l'accès à la propriété grâce à une subvention d'établissement. Les résultats obtenus dans une vaste enquête menée en 1992, permettent aujourd'hui de faire le point sur le travail des femmes en agriculture au Québec, d'en tracer le portrait et de juger de l'efficacité du programme d'accès à la propriété., The last fifteen years allowed the women working in agriculture to get organized within a Federation and to claim legal recognition. A program providing grants for the establishment on farms, put in place by the Ministère de l'Agriculture, des Pêcheries et de l'Alimentation, facilitated their access to property. With a broad survey, this article analyses the work performed by women on farms, makes a portrait and scrutinizes the efficiency of the program to facilitate access to property.

This article sets out the preliminary findings of a study on the emergence of a research culture in the field of teacher training, focusing specifically on the case of Laval University in Quebec (Canada). The authors first define some concepts and discuss the period when teacher training in normal schools was highly rudimentary, then focus mainly on the three types of university institution at the time (higher normal school, school of education and faculty of education). Based on a number of indicators, they determine how this research culture found a place for itself in, among other things, the universitarisation of teacher training. In the second part, the authors highlight some periods of disruption which reveal that a fledgling research culture appeared before 1955, truly emerging between 1955 and 1969, and gaining a dominant place and true legitimacy after 1969. The authors conclude by outlining the issues raised by this change in the institutional culture and argue that the emergence of a research culture in Quebec and elsewhere has changed the traditions and marked the transitions in the development of education and teacher training.

In Quebec, many discussions about the eventual abolition of normals schools are illustrating many important questions, one of them being the State involment and control over education and his participation in the financing of teacher training. This article investigates how the organization of teacher training was oriented and divided between two contradictory and distinct projects. On one side, a centralized project with three normal school erected in big cities, and called Stated Normal School, and on the other side, a myriad of small institutions under the control of religious order, and erected in little communities all over the territory of the Quebec province. At the end of the 19th century, an important debate (the so-called Verreau Lafleche quarrel) took place about the future of normal schools. We will see that from that quarrel and over, the province of Quebec will organize teacher training on new bases. The question of relation between Church and State get oriented in a way that gives to the rel...

Este artigo analisa a posição de um grupo específico de cidadãos, os agricultores, face a uma legislação particularmente importante em educação: a instauração da frequência escolar obrigatória. O texto refere-se à realidade quebequense, mas trata de um tema que vai além das particularidades do contexto sócio histórico norte-americano. Em recente missão de trabalho no Brasil (na Universidade Federal do Ceará, maio e junho de 1996), foi possível verificar como a instrução obrigatória representa um momento importante do desenvolvimento do aparelho escolar brasileiro, em especial para o grupo dos agricultores. Espera-se que a presente análise fomente uma reflexão fecunda, numa perspectiva comparativa, entre essas duas realidades sociais, a partir das questões aqui abordadas.

Este artigo apresenta as descobertas preliminares de um estudo acerca do surgimento de uma cultura da pesquisa na área da formação de professores, focalizando especificamente o caso da Universidade Laval em Quebeque, Canadá. As autoras definem, primeiramente, alguns conceitos e discutem o período em que a formação de professores em escolas normais era muito rudimentar. Em seguida, concentram-se nos três tipos de instituições universitárias da época (escola normal superior, escolas universitárias de educação e faculdades de educação). Baseadas em certos indicadores, elas determinam como essa cultura da pesquisa se solidificou, entre outras coisas, na “universitarização” da formação de professores. Na segunda e última parte, Hamel e Larocque destacam alguns períodos de ruptura que revelam o aparecimento de uma nova organização de cultura da pesquisa anterior a 1955, emergindo verdadeiramente entre 1955 e 1969 e adquirindo legitimidade e uma posição dominante após 1969. Na conclusão as autoras destacam assuntos trazidos à tona devido a essa mudança na cultura institucional e argumentam que o surgimento de uma cultura da pesquisa em Quebeque e em outros lugares mudou as tradições e marcou as transições no desenvolvimento da educação e na formação de professores.

Au moment où l'on fait appel de plus en plus à l'interdisciplinarité, les rapports entre Ia Sociologie et l'Histoire sont à une étape charnière de leur développement. Autrefois relativement indépendantes les unes des autres, ces deux disciplines tentent de s'influencer, de dépasser leur barrière respective, tout en gardant leur spécificité, pour en arriver à une rneilleure compréhension des phénomènes sociaux. Dans un contexte où les Sciences Humaines cherchent à se redéfinir une place dans le champ social, il importe de réfléchir à fond sur l'apport heuristique de deux secteurs majeurs au sein des Sciences Humaines, l'Histoire et Ia Sociologie. At the moment, when attention is called to the question of interdisciplinary, it can be observed that the relationships between Sociology and History have a particular evolution. They are independent disciplines and they are trying to influence one each other, bypassing their limits, although maintaining their specificity, with the objective of a better understanding of social phenomenon. Human Sciences are redefining their place in social area and it is important to think about the heuristic contribution of these two major sectors : History and Sociology.

Hamel Thérèse. L'histoire de l'enseignement professionnel agricole au Québec : entre la transmission familiale des savoirs et l'école. In: Histoire & Sociétés Rurales, n°1, 1er semestre 1994. p. 256.

Depuis 1926, le Quebec s’est dote d’institutions scolaires appelees ecoles moyennes et regionales d’agriculture, vouees a la formation d’agriculteurs « cultives ». Contrairement aux ecoles superieures d’agriculture qui visaient la formation d’agronomes, les ecoles moyennes et regionales, de niveau secondaire, cherchaient a doter les futurs agriculteurs de connaissances utiles leur permettant d’exercer leur metier dans le contexte du develop- pement de l’agriculture quebecoise. Nous retracons l’evolution des programmes des ecoles moyennes et regionales d’agriculture de leur creation en 1926 jusqu’a leur abolition en 1969. Apres avoir presente succinctement l’avenement de ce type particulier d’institutions sous l’egide du ministere de l’Agriculture, nous analysons les savoirs enseignes au moyen d’un echantillon des programmes utilises dans ces ecoles. Beginning in 1926, Quebec created intermediate and regional agricultural schools for educating farmers. Unlike the university or college schools of agriculture that produced agricultural professionals, the intermediate and regional agricultural schools, which were at the secondary level, tried to equip future farmers with useful knowledge that would enable them to do their job in the context of the development of Quebec agriculture. We trace the evolution of these programs from their creation in 1926 to their abolition in 1969. After outlining the creation of this particular kind of institution under the aegis of the Department of Agriculture, we analyze what was taught in these schools, using a sample of their programs.

Les clercs de Saint-Viateur immigres au Canada depuis 1847 ont ete partie prenante de la logique de developpement du territoire. Pour evoluer dans le Quebec des XIX e et XX e siecles, les clercs de Saint-Viateur doivent user de strategie afin de s'imposer dans un champ educatif ou la concurrence est forte. Pour ce faire, ils developperont des bases materielles solides en s'implantant dans de nombreuses regions, en consolidant leurs acquis dans les paroisses ou ils sont etablis. Les ecoles d'agriculture que la congregation ouvre entre 1932 et 1940 servent a la formation agricole, a la sauvegarde des acquis, au recrutement des novices et a l'implantation dans de nouvelles regions

L'AVENEMENT DE L'INSTRUCTION obligatoire au Quebec en 1943 s'inscrit dans un tissu de relations complexes, d'alliances, et de luttes tres longues. Contrairement a ce que laisse croire l'histoire officielle, le mouvement ouvrier et le mouvement paysan ont joue un role actif dans cette longue «querelle.» Quoique prenant part dans cette lutte, ces mouvements ont aussi ete tres divises. Alors que le Congres des metiers et du travail du Canada (CMTC) appuie la frequentation scolaire obligatoire, la Confederation des travailleurs catholiques du Canada (CTCC), et l'Union Catholique des cultivateurs (UCC) s'y opposent durement. L'influence que l'Eglise Catholique exerce sur la CTCC et l'UCC explique en partie le refus categorique de ces deux organisations, mais sans plus. La composition des membres de chacune, les secteurs d'implantation de celles-ci, le type d'agriculture dominant au Quebec et les couts lies a l'education ont joue un role determinant dans les positions des organisations etudiees. THE IMPLEMENTATION OF compulsory education in Quebec in 1943 occurred in a web of complex relationships, at the end of lengthy struggles and alliances. Contrary to the official historical accounts, the labour movement and the agrarian movement played an active role in this long "quarrel." Even if they participated in the struggle, these movements were also very divided. Whereas the Trades and Labour Council of Canada (TLC) supported compulsory education, the Catholic unions (Confederation des travailleurs catholiques du Canada |UCC|) strongly opposed it. The influence of the Catholic church over the CTCC and the UCC partly explains the position of these two organizations but no more. The membership of each of these groups, their constituencies, the dominant type of agriculture in Quebec, and the cost of education played a determining role in the positions adopted by each of the organizations.