School Journeys Ideas and Practices of New Education in Portugal (1890–1960)
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School Journeys Ideas and Practices of New Education in Portugal (1890–1960) Inês Félix Institutionen för idé- och samhällsstudier Umeå 2020 This work is protected by the Swedish Copyright Legislation (Act 1960:729) Dissertation for PhD ISBN print: 978-91-7855-269-6 ISBN digital: 978-91-7855-270-2 Umeå Studies in History and Education 22 Umeå Studies in the Educational Sciences 44 Cover: Robert Doisneau, Écoliers sur la route de Wangenbourg-Engenthal, 1945, Atelier Robert Doisneau Electronic version available at: http://umu.diva-portal.org/ Printed by: CityPrint i Norr AB Umeå, Sweden 2020 To my parents Table of Contents Abstract ............................................................................................ iii Acknowledgements ........................................................................... v 1. Introduction ................................................................................... 1 Scope and aim ................................................................................................................... 1 Previous research ............................................................................................................. 4 Theoretical framework ................................................................................................... 12 Poststructuralism and social epistemology ............................................................ 12 Grammar of schooling ............................................................................................. 16 Pedagogical paradox ............................................................................................... 18 The alchemy of school subjects and the ‘Reason’ of schooling .............................. 20 Methodological considerations ..................................................................................... 24 Methods of collection: sources and archives ......................................................... 24 Methods of analysis ................................................................................................. 30 Translation as interpretation ................................................................................. 33 Chronology .............................................................................................................. 36 Research outline ............................................................................................................. 37 2. New Education ideas in Portugal .................................................. 41 The emergence of a new idea of education (1820–1894)............................................. 42 The launch of a modern grammar of schooling (1894–1895) ...................................... 47 The New Education movement (1909–1936) ............................................................... 50 The political mobilization of ideas, aims and practices (1931–1960) ........................... 55 3. Legal framework of school journeys ........................................... 59 The introduction of school journeys in secondary education ...................................... 59 First attempts to regulate an educational method ....................................................... 64 The crystallisation of the legal framework of school journeys ..................................... 69 4. Ideas on school journeys ..............................................................79 Discourses on purposes ................................................................................................. 80 Integral education ................................................................................................... 80 Active and attractive learning................................................................................ 86 Observation ............................................................................................................. 89 Study of the school’s surroundings.......................................................................... 91 School subjects ......................................................................................................... 92 Interdisciplinarity ................................................................................................... 96 Discourses on method ................................................................................................... 99 Teachers’ and students’ roles ................................................................................ 100 Planning .................................................................................................................. 101 Preparation of the students and follow-up ...........................................................104 Execution................................................................................................................. 107 Naturalisation of the educational ideas on method .............................................109 i 5. The organisation of school journeys ........................................... 119 Preliminary plans and decision-making ...................................................................... 119 Purposes ........................................................................................................................ 133 Funding ......................................................................................................................... 147 6. Places and practices of school journeys ..................................... 161 Historical sites .............................................................................................................. 161 Monuments and archaeological sites.................................................................... 161 Museums and exhibitions ...................................................................................... 168 Archives and libraries ............................................................................................ 172 Industries and companies ............................................................................................ 174 Factories ................................................................................................................. 174 Companies .............................................................................................................. 176 Natural sites .................................................................................................................. 178 Natural environments............................................................................................ 178 Built environments ................................................................................................. 184 Education and social institutions ................................................................................. 187 Higher and secondary education .......................................................................... 187 Social institutions and charitable organisations ................................................. 189 7. Students’ preparation and assessment ....................................... 195 Readings and lectures ................................................................................................... 195 Questionnaires ............................................................................................................. 200 Written reports ............................................................................................................. 210 8. School journeys and the ‘Reason’ of schooling .......................... 223 School journeys in Portugal (1894–1960): chronological overview .......................... 224 Desires, expectations and adaptations ................................................................ 224 First experiences and increasing regulation ....................................................... 226 Boom and naturalisation ...................................................................................... 230 The ‘Reason’ of schooling beyond the classroom ........................................................237 New ideas, methods and grammar to fabricate the new man ............................237 The imperative of outcomes and the changes in agency ..................................... 241 Learning and becoming: making the nation by making the child ..................... 245 Spaces for further exploration ............................................................................. 249 Sammanfattning på svenska ..........................................................253 Resumo em português ................................................................... 261 References .................................................................................... 269 Archives and libraries .................................................................................................. 269 Sources ......................................................................................................................... 269 Education press ..................................................................................................... 278 Legislation ............................................................................................................. 279 School principals reports ...................................................................................... 279 School yearbooks ................................................................................................... 283 Bibliography