The New Education movement in the Franco dictatorship (Spain, 1936-1976): rejection, reconstruction and remembrance
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Data de Publicação: | 2013 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de História da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/rbhe/article/view/38811 |
Resumo: | In this article, the different phases of the relationship between the New Education movement and the so-called “new Spanish pedagogy” are analysed. In the first phase (1936-1949), the dominating characteristics were silence and rejection. Not only was the New School criticized, but it was also silenced and made invisible. In the second phase (1950-1962), the younger generation of Spanish pedagogues, those trained at the end of the 1940’s, initiated the reconstruction of the New Education movement. Having rediscovered it, they gave it an appreciation normally reserved for personal discoveries. They invented new interpretations of classical terms such as “activity”, which were forerunners of new pedagogic tendencies. In the third phase (1963-1976), there was an attempt to appropriate some of the prevailing elements of the pedagogic culture of the early decades of the twentieth century. Legal reforms, publications and the school practice were impregnated with terms that were reminiscent of the New School. |
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The New Education movement in the Franco dictatorship (Spain, 1936-1976): rejection, reconstruction and remembranceEl movimiento de la Escuela Nueva en la España franquista (España, 1936-1976): repudio, reconstrucción y recuerdoEl movimiento de la Escuela Nueva en la España franquista (España, 1936-1976): repudio, reconstrucción y recuerdoNew Education movementeducation in SpainFranco dictatorshippedagogical idealsschool culturemovimiento de la Escuela Nuevaeducación españoladictadura de Francoideales pedagógicoscultura escolarMovimiento de la Escuela NuevaEducación EspañolaDictadura de FrancoIdeales PedagógicosCultura EscolarIn this article, the different phases of the relationship between the New Education movement and the so-called “new Spanish pedagogy” are analysed. In the first phase (1936-1949), the dominating characteristics were silence and rejection. Not only was the New School criticized, but it was also silenced and made invisible. In the second phase (1950-1962), the younger generation of Spanish pedagogues, those trained at the end of the 1940’s, initiated the reconstruction of the New Education movement. Having rediscovered it, they gave it an appreciation normally reserved for personal discoveries. They invented new interpretations of classical terms such as “activity”, which were forerunners of new pedagogic tendencies. In the third phase (1963-1976), there was an attempt to appropriate some of the prevailing elements of the pedagogic culture of the early decades of the twentieth century. Legal reforms, publications and the school practice were impregnated with terms that were reminiscent of the New School.En este artículo analizamos las diferentes fases de la relación del movimiento de la Escuela Nueva con la llamada “nueva pedagogía española”. En la primera fase (1936-1949), las características predominantes fueron el repudio y el silencio. No sólo se criticó a la Escuela Nueva, sino que también se la invisibilizó. En la segunda fase (1950-1962), la generación más joven de pedagogos españoles– aquellos que se formaron al final de la década de los años cuarentainiciaron la reconstrucción del movimiento de la Escuela Nueva. Al haberlo redescubierto, les entusiasmó, reservándole el cariño que normalmente se guarda para los descubrimientos personales. Ellos fueron los que formularon nuevas interpretaciones de conceptos clásicos, como el de “actividad”, que habían sido los íconos lingüísticos de las nuevas tendencias pedagógicas. En la tercera fase (1963-1976), hubo un intento generalizado de apropiación de algunos de los elementos dominantes en la cultura pedagógica y en la cultura escolar de las primeras décadas del siglo XX. Las reformas legales, las publicaciones profesionales y la práctica escolar se impregnaron con términos que procedían y recordaban al movimiento de la Escuela Nueva.En este artículo analizamos las diferentes fases de la relación delmovimiento de la Escuela Nueva con la llamada “nueva pedagogíaespañola”. En la primera fase (1936-1949), las característicaspredominantes fueron el repudio y el silencio. No sólo se criticó ala Escuela Nueva, sino que también se la invisibilizó. En la segundafase (1950-1962), la generación más joven de pedagogos españoles–aquellos que se formaron al final de la década de los años cuarentainiciaronla reconstrucción del movimiento de la Escuela Nueva. Alhaberlo redescubierto, les entusiasmó, reservándole el cariño quenormalmente se guarda para los descubrimientos personales. Ellosfueron los que formularon nuevas interpretaciones de conceptosclásicos, como el de “actividad”, que habían sido los íconoslingüísticos de las nuevas tendencias pedagógicas. En la tercerafase (1963-1976), hubo un intento generalizado de apropiaciónde algunos de los elementos dominantes en la cultura pedagógica y en la cultura escolar de las primeras décadas del siglo XX. Lasreformas legales, las publicaciones profesionales y la prácticaescolar se impregnaron con términos que procedían y recordaban almovimiento de la Escuela Nueva. RBHE2013-02-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/rbhe/article/view/38811Revista Brasileira de História da Educação; Vol 12 No 3[30] (2012): Setembro/Dezembro; 15-44Revista Brasileira de História da Educação; Vol. 12 Núm. 3[30] (2012): Setembro/Dezembro; 15-44Revista Brasileira de História da Educação; v. 12 n. 3[30] (2012): Setembro/Dezembro; 15-442238-00941519-5902reponame:Revista Brasileira de História da Educação (Online)instname:Revista Brasileira de História da Educação (RBHE)instacron:RBHEporhttps://periodicos.uem.br/ojs/index.php/rbhe/article/view/38811/20329Copyright (c) 2017 Revista Brasileira de História da Educaçãoinfo:eu-repo/semantics/openAccessPozo Andrés, María del Mar del2022-02-22T22:18:50Zoai:periodicos.uem.br/ojs:article/38811Revistahttp://periodicos.uem.br/ojs/index.php/rbhe/indexPUBhttp://periodicos.uem.br/ojs/index.php/rbhe/oai||rbhe@sbhe.org.br|| revistabhe@gmail.com2238-00941519-5902opendoar:2022-02-22T22:18:50Revista Brasileira de História da Educação (Online) - Revista Brasileira de História da Educação (RBHE)false |
dc.title.none.fl_str_mv |
The New Education movement in the Franco dictatorship (Spain, 1936-1976): rejection, reconstruction and remembrance El movimiento de la Escuela Nueva en la España franquista (España, 1936-1976): repudio, reconstrucción y recuerdo El movimiento de la Escuela Nueva en la España franquista (España, 1936-1976): repudio, reconstrucción y recuerdo |
title |
The New Education movement in the Franco dictatorship (Spain, 1936-1976): rejection, reconstruction and remembrance |
spellingShingle |
The New Education movement in the Franco dictatorship (Spain, 1936-1976): rejection, reconstruction and remembrance Pozo Andrés, María del Mar del New Education movement education in Spain Franco dictatorship pedagogical ideals school culture movimiento de la Escuela Nueva educación española dictadura de Franco ideales pedagógicos cultura escolar Movimiento de la Escuela Nueva Educación Española Dictadura de Franco Ideales Pedagógicos Cultura Escolar |
title_short |
The New Education movement in the Franco dictatorship (Spain, 1936-1976): rejection, reconstruction and remembrance |
title_full |
The New Education movement in the Franco dictatorship (Spain, 1936-1976): rejection, reconstruction and remembrance |
title_fullStr |
The New Education movement in the Franco dictatorship (Spain, 1936-1976): rejection, reconstruction and remembrance |
title_full_unstemmed |
The New Education movement in the Franco dictatorship (Spain, 1936-1976): rejection, reconstruction and remembrance |
title_sort |
The New Education movement in the Franco dictatorship (Spain, 1936-1976): rejection, reconstruction and remembrance |
author |
Pozo Andrés, María del Mar del |
author_facet |
Pozo Andrés, María del Mar del |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pozo Andrés, María del Mar del |
dc.subject.por.fl_str_mv |
New Education movement education in Spain Franco dictatorship pedagogical ideals school culture movimiento de la Escuela Nueva educación española dictadura de Franco ideales pedagógicos cultura escolar Movimiento de la Escuela Nueva Educación Española Dictadura de Franco Ideales Pedagógicos Cultura Escolar |
topic |
New Education movement education in Spain Franco dictatorship pedagogical ideals school culture movimiento de la Escuela Nueva educación española dictadura de Franco ideales pedagógicos cultura escolar Movimiento de la Escuela Nueva Educación Española Dictadura de Franco Ideales Pedagógicos Cultura Escolar |
description |
In this article, the different phases of the relationship between the New Education movement and the so-called “new Spanish pedagogy” are analysed. In the first phase (1936-1949), the dominating characteristics were silence and rejection. Not only was the New School criticized, but it was also silenced and made invisible. In the second phase (1950-1962), the younger generation of Spanish pedagogues, those trained at the end of the 1940’s, initiated the reconstruction of the New Education movement. Having rediscovered it, they gave it an appreciation normally reserved for personal discoveries. They invented new interpretations of classical terms such as “activity”, which were forerunners of new pedagogic tendencies. In the third phase (1963-1976), there was an attempt to appropriate some of the prevailing elements of the pedagogic culture of the early decades of the twentieth century. Legal reforms, publications and the school practice were impregnated with terms that were reminiscent of the New School. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-02-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/rbhe/article/view/38811 |
url |
https://periodicos.uem.br/ojs/index.php/rbhe/article/view/38811 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/rbhe/article/view/38811/20329 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Revista Brasileira de História da Educação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Revista Brasileira de História da Educação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
RBHE |
publisher.none.fl_str_mv |
RBHE |
dc.source.none.fl_str_mv |
Revista Brasileira de História da Educação; Vol 12 No 3[30] (2012): Setembro/Dezembro; 15-44 Revista Brasileira de História da Educação; Vol. 12 Núm. 3[30] (2012): Setembro/Dezembro; 15-44 Revista Brasileira de História da Educação; v. 12 n. 3[30] (2012): Setembro/Dezembro; 15-44 2238-0094 1519-5902 reponame:Revista Brasileira de História da Educação (Online) instname:Revista Brasileira de História da Educação (RBHE) instacron:RBHE |
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Revista Brasileira de História da Educação (RBHE) |
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RBHE |
institution |
RBHE |
reponame_str |
Revista Brasileira de História da Educação (Online) |
collection |
Revista Brasileira de História da Educação (Online) |
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Revista Brasileira de História da Educação (Online) - Revista Brasileira de História da Educação (RBHE) |
repository.mail.fl_str_mv |
||rbhe@sbhe.org.br|| revistabhe@gmail.com |
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