DOCSLIB.ORG

Barcelona City Council's Educational Renewal and Its Photographic Diffusion

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Barcelona City Council's Educational Renewal and Its Photographic Diffusion Barcelona City Council’s educational renewal and its photographic diffusion (1908-1936) La renovación escolar del Ayuntamiento de Barcelona y su difusión fotográfica (1908-1936) Sara Gónzalez Gómez, PhD. Lecturer. University of the Balearic Islands (sara.gonzalez@uib.es). Bernat Sureda Garcia, PhD. Professor. University of the Balearic Islands (bernat.sureda@uib.es). Francisca Comas Rubí, PhD. Senior Lecturer. University of the Balearic Islands (xisca.comas@uib.es). Abstract: active learning processes, the importance of Barcelona City Council’s actions in the the natural environment, the need for modern framework of Catalonia’s educational renewal buildings and well­lit and ventilated schools, movement of the early decades of the twentieth and attention to diversity comprised core val­ century were very significant. They involved a ues in the dissemination of the discourse that series of measures to improve education, hy­ is the subject matter of this research1. year LXXV, n. 268, September-December 2017, 519-539 giene, and childcare provision, and to create schools and introduce innovative educational Keywords: School renewal, Barcelona, Cul­ methods. All of these activities were promoted ture Commission, photography. in a series of publications in which photogra­ phy played a vital role. The aim of this article is to analyse the iconic and visual discourse Resumen: that Barcelona City Council tried to dissem­ La actuación del Ayuntamiento de Bar­ inate regarding its schools policy and educa­ celona en el marco del movimiento educativo tional renewal plans using photography. In renovador que vivió Cataluña en las prime­ revista española de pedagogía essence, we intend to examine how, through ras décadas del siglo XX, fue muy importante. its visual message, it attempted to implant Consistió en un conjunto de medidas para la in the public imagination the main ideas be­ mejora de las atenciones educativas, higié­ hind its educational renewal project, ideas nicas y asistenciales de la infancia, y en la that coincided with the scientific pedagogy of creación de escuelas e introducción de méto­ those years. The historical method was used dos educativos innovadores. A toda esta ac­ to carry out this study, working with photog­ tuación se le dio publicidad mediante un con­ raphy as witness. The aim is to demonstrate junto de publicaciones en las que la fotografía how preventative hygiene, physical exercise, adquiere un papel esencial. El siguiente ar­ Revision accepted: 2017-04-11. This is the English version of an article originally printed in Spanish in issue 268 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Gónzalez Gómez, S., Sureda Garcia, B., & Comas Rubí, F. (2017). La renovación escolar del Ayuntamiento de Barcelona y su difusión fotográfica (1908-1936) | Barcelona City Council’s edu-cational renewal and its photographic diffusion (1908-1936). Revista Española de Pedagogía, 75 (268), 519-539. doi: https://doi.org/10.22550/REP75-3-2017-03 https://revistadepedagogia.org/ ISSN: 0034-9461 (Print), 2174-0909 (Online) 519 EV Sara GÓNZALEZ GÓMEZ, Bernat SUREDA GARCÍA and Francisca COMAS RUBÍ tículo pretende analizar el discurso icónico y como como testimonio. Se pretende poner en visual que, mediante la fotografía, trató de evidencia como la higiene preventiva, el ejer­ difundir el Ayuntamiento de Barcelona so­ cicio físico, los procedimientos de enseñanza bre su política escolar y sus planes de reno­ activos, la importancia del medio natural, la vación educativa. Básicamente, pretendemos necesidad de modernos edificios y espacios es­ indagar cómo, a través del mensaje visual, se colares iluminados y ventilados o la atención trató de incorporar al imaginario colectivo las a la diversidad, constituyeron valores primor­ principales ideas inspiradoras de su proyecto diales en la difusión del discurso que es objeto de renovación pedagógica, que coincide con la de estudio en esta investigación. pedagogía científica de aquellos años. Para efectuar este estudio se ha utilizado el méto­ Descriptores: Renovación escolar, Barcelo­ do histórico y se ha trabajado con la fotografía na, Comisión de Cultura, fotografía. 1. Introduction narily valuable documentary corpus for From the end of the first decade of the uncovering the characteristics of the ini­ twentieth century, Barcelona City Coun­ tiatives implemented by Barcelona City cil found itself obliged to respond to a sig­ Council and seeing how a visual discourse nificant increase in demand for schooling was constructed to emphasise these re­ resulting from strong population growth. forming ideas superiority over traditional To meet this demand, the Council of Bar­ ones. celona, within the limitations of its lim­ Those examining the work performed ited competences in this field, sought to by Barcelona City Council in this era build on the modern educational theories can rely on a pioneering work by Jaume that were spreading at that time in Eu­ Matas (1977). Following this, books by rope and the USA. The reformist ideas Cañellas and Toran (1982) on Barcelo­ in education of the Institución Libre de na City Council’s school’s policy between Enseñanza (Free Educational Institute), 1916 and 1936 were published as well as modernised with those of the Escuela one by Salvador Domènech (2008) on the Nueva (New School), boosted an ambitious school groups created by the School Board plan to build school buildings and open­ during the Republic. Some monographs air schools, reorganise support for people analyse more specific aspects, such as with disabilities, and generally promote those by Alfred Pérez-Bastardas (2008) and intensify activities to improve chil­ and Raquel de la Arada (2008) on the spe­ revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year dren’s conditions. cial culture budget of 1908. Domènech’s This effort was recorded in some sev­ work (1995) covers Manuel Ainaud. The enty books and pamphlets, extensively book by Gonzalez-Agàpito, Marquès, illustrated with photographs. The collec­ Mayordomo, and Sureda (2002) provides tion of these photographs is an extraordi­ an overview of the actions of Barcelona 520 EV Barcelona City Council’s educational renewal and its photographic diffusion City Council in educational renewal in on details. The reforming activities of the Catalonia in this era. Catalanist right in education, as in other fields, occurred in particular in the com­ Several works have been published bined governments of the provinces of in recent years regarding methodological Catalonia from 1914 in the Mancomuni­ questions, the possibilities of photog­ tat de Catalunya (Commonwealth of Cat­ raphy as a historical­educational source, alonia). At the same time, in Barcelona and the debate around the techniques City Council, not without tensions and required for interpreting it (Pozo, 2006; confrontations, a fruitful collaboration Educació i Història, 2010). Other publica­ developed between republicans and Cat­ tions have more specifically explored the alanists enabling a wide­ranging plan for role of photographs in the dissemination school buildings and for modernisation of renovative ideas in Spain (Comas, Mo­ of teaching and institutions providing tilla, and Sureda, 2011) and in Catalonia for children, such as school camps, chil­ in particular (Comas and Sureda, 2012; dren’s canteens, and urban parks for play. Comas, Motilla, and Sureda, 2014; Sure­ The educational reformism of Barcelona da, Motilla, and Comas, 2014). Council was part of this will to modernise the city, improving hygiene conditions year LXXV, n. 268, September-December 2017, 519-539 and services. The plans for new school 2. The educational work of Barce- buildings responded to both the pedagogic lona City Council and aesthetic criteria of the period. Barcelona City Council actions in the framework of Catalonia’s educational re­ The initial impulse for the education­ newal movement in the first decades of al programme of Barcelona City Council the twentieth century were very import­ owed much to Hermenegildo Giner de los ant. They involved creating schools, re­ Ríos (Cadiz, 1847-Granada, 1923) who newing teaching methods and, in general, was the brother of the founder of the Free revista española de pedagogía improving education, hygiene, and child­ Educational Institute, was committed to care provision. The impetus that the City Krausist ideas, and for twenty years from Council proposed giving to schools and 1989 to 1918 held a chair in psychology, childcare coincided with the influence in logic, and moral philosophy at the Insti­ Catalonia of the ideas of the New School, tuto de Segunda Enseñanza de Barce­ adopted by the Catalanist right to lay the lona (Barcelona Institute of Secondary foundations for a programme of social re­ Education). Ever since his youth, he had form and for building a new national proj­ sympathised with republican ideas and ect for Catalonia. The Catalanist right, was elected as a councillor for the Unión representing the industrial bourgeoisie, Republicana (Republican Union) party and groups from the republican centre­ in the municipal elections of November left agreed on the need to modernise ed­ 1903, a position he would hold on several ucation, especially from the start of the occasions. In the council, he enjoyed great second decade of the twentieth century, prestige, even among his political rivals albeit with disagreements and differences who respected his opinions on educational 521 EV Sara GÓNZALEZ GÓMEZ, Bernat SUREDA GARCÍA and Francisca COMAS RUBÍ matters and supported his proposals pioneer of active schools in Catalonia. on schools policy. His propositions, influ­ The budget plan was criticised by the as­ enced by the Free Educational Institute, sociation of public teachers, which felt it took shape in the plans to build open­air was inappropriate to create model centres schools, such as the one in the woods of while not meeting the needs of all schools. Montjuic, conceived in 1906 but not inau­ The Church opposed it because of its lay gurated until 1914, the municipal school focus and support for coeducation.
Load more

Recommended publications
  • Early Childhood Education in Europe Achievements, Challenges and Possibilities
    COVER CHILDHOOD12/08/0915:39Page1 and territories around theglobe. and territoriesaround touniversityin171countries pre-school andeducationworkersfrom teachers, professors than 30 million more Education Internationalisthe globalunionfederationrepresenting ISBN 978-92-95089-00-6 www B-1210 Brussels duRoiAlbertII 5, boulevard Inter Education .ei-ie.or national g EARLY CHILDHOOD EDUCATION IN EUROPE and Possibilities Achievements, Challenges Education inEurope Early childhood Education International September 2009 Faculty ofEducation Halle-Wittenberg Martin-Luther-University Dr MathiasUrban Report by COVER CHILDHOOD 12/08/09 15:39 Page 2 Photo credits : Dennis Sinyolo brochure 112 PAGES OK 12/08/09 15:53 Page 1 Education International Early Childhood Education in Europe Achievements, Challenges and Possibilities Report by Dr. Mathias Urban Martin-Luther-University Halle-Wittenberg Faculty of Education Parts of chapter 2 of this report were prepared by: Maria O’Dwyer, PhD - Framework Research - Ireland September 2009 brochure 112 PAGES OK 12/08/09 15:53 Page 3 EARLY CHILDHOOD EDUCATION IN EUROPE FOREWORD Children have a right, as expressed in the Universal Declaration of Human Rights and the Convention on the Rights of the Child, to receive education, and Early Childhood Education (ECE) must be considered part of that right. Education International strongly believes that early childhood education is of great value to all children and should be available to all. It provides a sound basis for learn- ing and helps to develop skills, knowledge, personal competence, confidence and a sense of social responsibility. Therefore, every child, including children from deprived socio-economic backgrounds and other disadvantaged groups, should have access to early education services of good quality.
    [Show full text]
  • L'ensenyament Al Masnou (1825-2008)
    L’ENSENYAMENT AL MASNOU (1825-2008) Francesc Fàbregas i Cardona L’ENSENYAMENT AL MASNOU (1825-2008) Edita: Fundació la Calàndria C. Dr. Agell, 5. 08320 El Masnou Tel. 93 540 40 72 www.lacalandria.cat Disseny gràfic i maquetació: Josep Puig Fotografies: Josep Puig Correcció de textos: Àngels Gayetano Producció: Ramon Ruiz Bruy Portada: Imatge de la 2a classe del curs 1933-1934 del col·legi Ocata. El professor és en Josep Pericot Llorensí. Dipòsit Legal: ?????????????? NOTA: cap part d’aquesta publicació no pot ser reproduïda, emmagatzemada o tramesa, per cap mitjà electrònic, químic, mecànic, òptic, de gravació o fotocopiat, sense prèvia autorització dels autors i dels qui han cedit les imatges. L’ENSENYAMENT AL MASNOU (1825-2008) Francesc Fàbregas i Cardona Fundació la Calàndria Dedicat a la figura del mestre, i en particular a tots aquells mestres que han ensenyat i ensenyen al Masnou, i que han fet i fan de la seva feina una dedicació exemplar d’esforç, qualitat i humanitat envers els seus alumnes. A tots ells, el meu agraïment més sincer. Viure és batallar amb els nostres esperits situats en el nostre cor i en el nostre cervell. Escriure és, en canvi, assentar-se i jutjar-se un mateix. Henrik Ibsen ÍNDEX Pròleg . 9 Introducció . 15 Història de l’ensenyament a Espanya a partir del segle XIX . 19 L’educació al segle XX . 25 L’ensenyament a Catalunya durant la segona República (1931-1939) . 29 L’ensenyament al Masnou durant la segona República (1931-1939) . 45 L’escola franquista (1939-1970) . 61 Llei d’Instrucció Pública (1857) .
    [Show full text]
  • The Landscape of Early Childhood Education in Europe 19
    Early Childhood Education and Care in Europe Achievements, Challenges and Possibilities http://download.ei‐ie.org/Docs/WebDepot/2009_EarlyChildhoodEducationInEurope_en.pdf Author: Mathias Urban University of East London Cass School of Education and Communities m.urban@uel.ac.uk Completion date: September 2009 COVER CHILDHOOD12/08/0915:39Page1 and territories around theglobe. and territoriesaround touniversityin171countries pre-school andeducationworkersfrom teachers, professors than 30 million more Education Internationalisthe globalunionfederationrepresenting ISBN 978-92-95089-00-6 www B-1210 Brussels duRoiAlbertII 5, boulevard Inter Education .ei-ie.or national g EARLY CHILDHOOD EDUCATION IN EUROPE and Possibilities Achievements, Challenges Education inEurope Early childhood Education International September 2009 Faculty ofEducation Halle-Wittenberg Martin-Luther-University Dr MathiasUrban Report by COVER CHILDHOOD 12/08/09 15:39 Page 2 Photo credits : Dennis Sinyolo brochure 112 PAGES OK 12/08/09 15:53 Page 1 Education International Early Childhood Education in Europe Achievements, Challenges and Possibilities Report by Dr. Mathias Urban Martin-Luther-University Halle-Wittenberg Faculty of Education Parts of chapter 2 of this report were prepared by: Maria O’Dwyer, PhD - Framework Research - Ireland September 2009 brochure 112 PAGES OK 12/08/09 15:53 Page 3 EARLY CHILDHOOD EDUCATION IN EUROPE FOREWORD Children have a right, as expressed in the Universal Declaration of Human Rights and the Convention on the Rights of the Child, to receive education, and Early Childhood Education (ECE) must be considered part of that right. Education International strongly believes that early childhood education is of great value to all children and should be available to all. It provides a sound basis for learn- ing and helps to develop skills, knowledge, personal competence, confidence and a sense of social responsibility.
    [Show full text]
  • International Conference on Education 46Th Session
    Final report International Conference on Education 46th session Geneva, 5-8 September 2001 UNESCO International Bureau of Education ED/MD/102 CONTENTS Page AGENDA ..................................................................................................................................... 1 PART I PROCEEDINGS OF THE CONFERENCE .............................................................. 3 A. Opening ceremony ........................................................................................... 3 B. Organization of work – Methodology............................................................... 4 C. Special meeting chaired by the Director-General of UNESCO........................ 5 D. Closing ceremony.............................................................................................. 6 E. Award of the Comenius Medal ......................................................................... 7 F. Side-meetings .................................................................................................... 7 PART II DOCUMENTS ISSUED BY THE CONFERENCE A. General report ................................................................................................... 9 B. Conclusions and proposals for action arising from the 46th session of the ICE . ......................................................... 15 ANNEXES I. Opening address by Professor Andrés G. Delich, Minister of Education of Argentina II. Opening address by Mr Koïchiro Matsuura, Director-General of UNESCO III. Opening address by Ms Martine Brunschwig
    [Show full text]
  • Nens, Educadors, Guardería I Salut
    INOEX r-­ EDITORIAL LA SALUT A l'ESCOLA 1. ESCOLA 1 SALUT, per Josep Martí i Valls 2 2. EDUCACIÓ SANITARIA A l'ESCOLA, per Josep M.• Anto 4 3. NENS. EDUCADORS, GUARDERIA 1 SALUT, per Josep Bras 11 4. REVI SIONS MEDIOUES ESCOLARS. pel Dr. Joaquim Juvanet i Sort 14 S. l'EDUCADOR DAVANT LES DROGUES. per Ramón Mendoza Berjano 18 6. UNA EXPERIENCIA D'EDU CACió SANITARIA A L'ESCOLA, per Rosa Costa Pau i Anna M.• Gené 27 EXPERJl:NCIES ESCOLARS Una proposta de com treballar el sentit de la oida. per Rc;ser Colomer i Surós 36 DIDACTICA l 'educació artística a pre-escolar r---------------- , per Roser Juanola 39 DE TRASCANTÓ l 'afer Rodés!, per lsidre Creus 46 DE O A 6 ANYS Posar en funcionament una EscoJa Bressol. Punts a tenir en compte, per Núria Jiménez 48 Observar per _.. , per Tina Roig i Ro ser Ros 50 INFORMACIONS 1 COMENTARIS l 'Ajuntament de Vilanova i la Geltrú 53 Ensenyament i contractació eventual, per Ramon Plandiura Vilacís 57 Noticies 60 - Textos legals ---------- 63 Perspectiva Escolar Edicló i Adminlstració: a.a p.s.a. ·Rosa Sensat• - COrsega, 27 1. Tel. 228 00 03 - Barcelona-a D'aquest número se n'ha fet una difusió especial gracies a la coHaboració de LABORATORIS LETI, S. A. Consell de Redacció: Rosa Corrió, Montserrat Company, Biel Oalmau. Marta Mata. Ramon Prats, Jordi Vives Di rector: Jordl Tomas Olstribució a lllbrerles: Are de Berá • Llull, 10- 14, B-5 Subscripcions: a.a .p.s.a . .. Rosa Sensat .. Portada i maqueta: Joan Grau Fotógral: Josep Gri Composició: Fernandez, Borrell.
    [Show full text]
  • The Rousseau Institute of Geneva's Influence on and Presence in Catalan Pedagogy in the First Third of the 20 Century
    CATALAN SOCIAL SCIENCES REVIEW, 1: 58-87 (2012) Secció de Filosofia i Ciències Socials, IEC, Barcelona DOI: 10.2436/20.3000.02.5 http://revistes.iec.cat/index/CSSr The Rousseau Institute of Geneva’s influence on and presence in Catalan pedagogy in the first third of the 20 th century 1 Joan Soler i Mata * Universitat de Vic Original source : Temps d’Educació, 37: 11-38 (2009) (http://www.raco.cat/index.php/TempsEducacio) Translated from Catalan by Mary Black Abstract The influences from international pedagogical currents and active pedagogy’s impact on spearheading the renovation of Catalan pedagogy in the first third of the 20th century have been the subject of many studies which enable us to sketch a European pedagogical map that can help us to grasp the keys of this broad, deep renovating movement that started to fertilise the rough terrain of European education in the last few decades of the 19th century. Geneva and Catalonia, and Spain by extension, should be joined by a thick line on this map. A study of the documentary sources in the archives of the iconic Jean-Jacques Rousseau Institute, founded in Geneva in 1912, along with a survey of different studies and publications enable us to gain a new perspective with the goal of contributing further elements to help us assess the influence of this Geneva- based institution on Catalan pedagogy in the first third of the 20th century. Key words: active pedagogy, pedagogical renovation, educational sciences, history of education, new school, JJ Rousseau Institute, experimental psychology Active pedagogy’s impact on the drive to renovate Catalan pedagogy in the first third of the 20th century has been the subject of many studies.
    [Show full text]