Da Historiografia à Academia: o Instituto Histórico e Geográfico Brasileiro na educação e na política educacional do início do século XX (1900-1920) * From Historiography to the Academy: the Brazilian Historical and Geographical Institute in the education and educational politicies of the early XX century (1900-1920)

Este artigo apresenta alguns resultados da trajetória de pesquisa sobre a presença do Instituto Histórico e Geográfico Brasileiro (IHGB) na educação. Dentre os aspectos abordados estão as contribuições do Instituto para a construção de conhecimentos sobre a história da educação no Brasil; as relações dos sócios do Instituto com instituições de ensino e órgãos administrativos da educação e os projetos de criação de cursos e da Academia de Altos Estudos. Nesse sentido, propomos considerar o IHGB como um lugar de poder atuante nos conflitos políticos relativos ao campo educacional, e como instância produtora de políticas e projetos educacionais no início do século XX. Como fontes para estas questões foram utilizadas publicações e actas da Revista do IHGB, bem como documentos de arquivos de instituições relacionadas e periódicos existentes durante o recorte.*This paper presents some results of the research trajectory about the presence of the Brazilian Historical and Geographical Institute (IHGB) in education. Among the aspects approached there are the Institute contributions to the construction of knowledge about the education history in Brazil; the relations of the members of the Institute with educational institutions and administrative organs of education and the projects of creation of courses and the Academy of High Studies. In this sense, we propose to consider the IHGB as a place of power that is active in political conflicts related to the educational field, and as a producer of policies and educational projects in the early twentieth century. As sources for these issues, publications and minutes of the IHGB Journal were used as well as archives of related institutions and journals that existed during the period.

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Métodos, debates e projetos: as atuações do Instituto Histórico e Geográfico Brasileiro na educação (1900-1930) / Methods, debates and projects: the activities of the Brazilian Historical and Geographical Institute in education (1900-1930)

Revista de História e Historiografia da Educação ◽

10.5380/rhhe.v2i5.59165 ◽

2018 ◽

Vol 2 (5) ◽

pp. 27

Author(s):

Thaís De Melo

Keyword(s):

Twentieth Century ◽

History Of Education ◽

Educational Institutions ◽

Construction Of Knowledge ◽

Political Conflicts ◽

Early Twentieth Century ◽

History Of ◽

Educational Field ◽

Education In Brazil

Este artigo apresenta alguns resultados da trajetória de pesquisa sobre a presença do Instituto Histórico e Geográfico Brasileiro (IHGB) na Educação . Dentre os aspectos abordados estão as contribuições do instituto para a construção de conhecimentos sobre a História da Educação no Brasil; as relações dos sócios do instituto com instituições de ensino e órgãos administrativos da educação; e os projetos de criação de cursos da Academia de Altos Estudos. Nesse sentido, propomos considerar o IHGB como um lugar de poder atuante nos conflitos políticos relativos ao campo educacional e como instância produtora de políticas e projetos educacionais no início do século XX. Como fontes para essas questões foram utilizadas publicações e atas da Revista do IHGB, bem como documentos de arquivos de instituições relacionadas e periódicos existentes durante o recorte.* * *This article presents some results of the research trajectory on the teaching of the Brazilian Historical and Geographical Institute (IHGB) in education. Among the addressed projects are the Institute's contributions to the construction of knowledge about the history of education in Brazil; the relations of the members of the Institute with educational institutions and administrative organs of education and the projects of creation of courses and the Academy of High Studies. In this sense, we propose to consider the IHGB as a place of power that is active in political conflicts related to the educational field, and as a producer of policies and educational projects in the early twentieth century. As sources for these issues, publications and minutes of the IHGB Review were used as well as archives of related and periodical institutions existing during the period.

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THE STRUGGLE OF ISLAM AND CHRISTIANITY IN THE ESTABLISHMENT OF EDUCATIONAL INSTITUTIONS IN BOLAANG MONGONDOW, NORTH SULAWESI (1905-1942)

ULUL ALBAB Jurnal Studi Islam ◽

10.18860/ua.v22i1.11760 ◽

2021 ◽

Vol 22 (1) ◽

pp. 23-48

Author(s):

Sabil Mokodenseho ◽

Arif Zamhari

Keyword(s):

Twentieth Century ◽

Educational Institution ◽

Islamic Education ◽

Educational Institutions ◽

North Sulawesi ◽

Early Twentieth Century ◽

Muslim Children ◽

Islam And Christianity ◽

Muslim Communities ◽

Historical Methods

This study was conducted due to the scholars’ lack of attention in revealing the conditions of education in Bolaang Mongondow in the early twentieth century. Using historical methods, as well as sociological, religious, and political approaches, this study finds that in the early twentieth century, indigenous people received education through the Sarekat Islam's Islamic Education and Teaching Center and the Zending educational institution founded by Christian missionaries. Zending education for indigenous Muslim communities was a form of knowledge discrimination because education was only specifically for Christian children, European descent, and aristocrats, while indigenous Muslim children were not allowed. In contrast, Islamic educational institutions were established to accommodate all Muslim children. As a result, although Islamic education institutions existed long after the Zending educational institutions, their educational institutions can compete. Zending's education ended with the fall of Dutch rule, while Islamic educational institutions continue to exist to date. The differences between the two religions in managing educational institutions lead this paper to the conclusion that religion is important not only in responding to and positioning oneself in power relations but also in empowering individuals and groups.

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Inculcar a seriedade mediante a alegria: um estudo das comemorações escolares no campo educacional (finais do século XIX e início do XX)

Revista de História e Historiografia da Educação ◽

10.5380/rhhe.v1i3.51579 ◽

2017 ◽

Vol 1 (3) ◽

pp. 30

Author(s):

Renata Marcílio Cândido ◽

Denice Barbara Catani

Keyword(s):

Twentieth Century ◽

Organizational Context ◽

School Context ◽

Sao Paulo ◽

São Paulo ◽

Consolidation Process ◽

Educational History ◽

Early Twentieth Century ◽

Late Nineteenth ◽

Educational Field

O artigo pretende analisar a construção do objeto festas no campo educacional, especialmente da história da educação, em sua multiplicidade de configurações, atentando não somente para a genealogia do evento no contexto escolar e a maneira pela qual o mesmo participou da organização de uma cultura própria da escola, mas também para as suas contribuições no processo de consolidação do campo em um contexto de organização do sistema público e estatal de ensino do Estado de São Paulo. A análise do evento beneficia-se de fontes como os periódicos educacionais da época (final do século XIX e início do XX) e da legislação de ensino. Opta-se por descrever aqui a articulação entre os festejos e os projetos formadores dominantes nas escolas, suas relações com outras áreas do saber e suas contribuições para o delineamento de questões de ensino.Instilling seriousness through joy: an essay about school celebrations on the educational field (late nineteenth and early twentieth-century). This article intends to analyse the construction of the object school celebrations on the educational field, especially the educational history, regarding its multiplicity of configurations. Thus, not only is this work aimed to focus on the event genealogy in school context, and its participation in the organization of a school culture, but also on its contributions to the field consolidation process in an organizational context of the state public teaching system of São Paulo. The analysis of the event in the educational field benefit from studies sources such as late nineteenth- and early twentieth-century educational journals and education legislation as well. Seeing that, it is opted to describe the articulation between festivities and educational projects in particular which are dominant at schools, their relations with other knowledge areas, and also their contributions to framing teaching issues. Keywords: Celebrations; Educational field; History education.

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FEATURES OF THE DEVELOPMENT OF VOCATIONAL EDUCATION AND TRAINING OF TEACHERS IN VOLYN AT THE BEGINNING OF THE XX CENTURY

Problems of humanities. History ◽

10.24919/2312-2595.5/47.217827 ◽

2021 ◽

pp. 178-192

Author(s):

Svitlana Tsetsyk ◽

Yaroslav Tsetsyk

Keyword(s):

Twentieth Century ◽

Primary School ◽

Vocational Education ◽

Local Governments ◽

Primary Schools ◽

Educational Institutions ◽

School Teachers ◽

Primary School Teachers ◽

Early Twentieth Century ◽

Archival Documents

Summary. The purpose of the study is to reveal the peculiarities of the formation of professional training of students and the improvement of pedagogical skills of teachers of primary schools in Volyn in the early twentieth century on the basis of the analysis of the works of Ukrainian scientists and archival documents. The research methodology is based on a combination of the principles of scientificity, objectivity, historicism and multifactoriality in the study of the proposed topic. The scientific novelty is that the peculiarities of the development of vocational education in Volyn in the early twentieth century are studied on the basis of archival documents. The authorities intensified the process of opening educational institutions where students had the opportunity to receive vocational education. The role of zemstvos in the organization and conduct of pedagogical courses for primary school teachers in the province has been clarified. The result of the study led to the conclusion that there was an urgent need to form a network of professional educational institutions in Volyn in the early twentieth century. Local governments played an important role in that process covering the costs associated with the opening of vocational schools. After their formation, zemstvos also took an active part in this work. One of their priorities was to expand the network of primary schools in the region and to conduct pedagogical courses for primary school teachers. An important feature was the growing number of subjects studying psychology and natural sciences. But not all plans were realized due to the refusal of zemstvos to finance the opening of individual craft schools. Many decisions remained unfulfilled due to the outbreak of the First World War.

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Professores de Matemática no Mato Grosso: um Olhar por Meio de um Personagem

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2017v18n3p221-231 ◽

2017 ◽

Vol 18 (3) ◽

pp. 221

Author(s):

Katia Guerchi Gonzales ◽

Luiz Carlos Pais

Keyword(s):

Twentieth Century ◽

Public Education ◽

History Of Mathematics ◽

Mathematical Education ◽

Education History ◽

Mato Grosso ◽

Cultural Elements ◽

Early Twentieth Century ◽

Late Nineteenth ◽

The Military

A pesquisa teve como objetivo discutir a formação de professores de Matemática no contexto de Mato Grosso ao final do século XIX e início do século XX. Entender quem eram os professores que ensinavam Matemática e a formação que estes possuíam é fundamental, pois foram tais protagonistas, que deram sentido para as construções do passado da matemática escolar. Para isso, lança-se mão de elementos históricos e culturais através de fontes como: leis educacionais, regulamentos da instrução pública, relatórios de presidentes da província e dos diretores da instrução pública. A partir dessas fontes se produz um discurso analítico com base no referencial teórico-metodológico associado aos conceitos propostos por André Chervel e outros autores, que compartilham do programa de história das disciplinas escolares. Por meio das análises, verifica-se não só a formação dos professores, que ensinavam Matemática ao final do século XIX e início do século XX no Mato Grosso Uno, mas também como ocorria o ensino e as reformas da época. Ainda se nota que havia grande presença de engenheiros, militares e políticos dentro das instituições públicas de ensino, principalmente, no que diz respeito aos professores, que ensinavam Matemática. Essa afirmação é notável, desde o registro que se tem do professor que assumiu uma das primeiras cadeiras destinadas a Matemática no Mato Grosso Uno, já que tal professor foi o Tenente João Baptista Castro Morais Antas, que estudou na Acadêmica Militar da Corte, tinha formação em Engenharia Civil e foi um dos primeiros doutores em Ciências e Matemática. Palavras-chave: Formação de Professores. Educação Matemática. História da Educação Matemática. Mato Grosso.AbstractThis research aimed to discuss the Mathematics teachers qualification in the context of Mato Grosso in the late nineteenth and early twentieth century. Understanding who the teachers who taught Mathematics were and the training they had was fundamental because they were such protagonists that gave meaning to the school mathematics past qualification. So to make this happen, e historical and cultural elements were used through sources such as: educational laws, public education regulations, reports of provincial presidents and public education directors. From these sources an analytical discourse was produced based on the theoretical-methodological framework associated with the concepts proposed by André Chervel and other authors who share the same history program of the school subjects. Through the analyzes, it was verified not only the teachers’ qualification who taught Mathematics in the late nineteenth and early twentieth century in Mato Grosso Uno, but also how the teaching and reforms of the era were given. Also, it was noticed that there was a great presence of engineers, military and politicians within the public institutions of education, especially with respect to the teachers who taught Mathematics. This statement is remarkable, since the record that we have of the teacher who took one of the first Mathematics chairs in Mato Grosso Uno was professor Lieutenant João Baptista Castro Morais Antas, who studied at the Military Academic of the Court, had training in Civil Engineering and was one of the first PhDs in Science and Mathematics.Keywords: Teacher Training. Mathematical Education. History of Mathematics Education. Mato Grosso

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Psychological knowledge in Tatar theological heritage

Minbar Islamic Studies ◽

10.31162/2618-9569-2020-13-4-939-961 ◽

2020 ◽

Vol 13 (4) ◽

pp. 939-961

Author(s):

R. R. Safiullina

Keyword(s):

Twentieth Century ◽

Educational Institutions ◽

Psychological Issues ◽

Public Figures ◽

Early Twentieth Century ◽

Literary Thought ◽

New Type ◽

Religious Ideals ◽

Psychological Knowledge ◽

Islamic Society

The article presents the results of the study on how the Psychological issues were reﬂected in Tatar literature and in book-composing traditions, in textbooks and works of Tatar scientists, teachers, religious and public figures of the early 20th century. Ideological, aesthetic and artistic features of the works of Tatar literature representatives developed in accordance with Sufi traditions, with the domination and prevalence of didactic and humanistic principles. Without losing its eastern roots, which go deep into Sufi philosophical and aesthetic thought, Tatar literature in the early twentieth century becomes susceptible to the perception and creative rethinking of new, modernist experiments. Publications by Musa Bigiev, M. al-Gaffari, and others, which appeared in the early twentieth century, devoted to the problems of creating high art, in which religious ideals of Islamic society would be expressed and which would contribute to religious reform, were an important factor that played a role in the development of Tatar theoretical and literary thought in the early twentieth century, where there is a special interest in the psychological direction in Russian literature studies. At the same time, translated essays devoted to the issues of Psychology appear on the pages of Tatar periodicals; a number of educational institutions of a new type begin to teach these subjects. Some authors of tutorials seek to use language and speech techniques in their texts to inﬂuence and convey information to students, in the form of Psychological Pedagogy methods such as observation, conversation and analysis.

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Some Polish Composers of To-Day

Tempo ◽

10.1017/s0040298200053596 ◽

1948 ◽

pp. 25-28

Author(s):

Andrzej Panufnik

Keyword(s):

Twentieth Century ◽

Fertile Soil ◽

Early Twentieth Century ◽

Progressive Group ◽

Karol Szymanowski

It is ten years since KAROL SZYMANOWSKI died at fifty-four. He was the most prominent representative of the “radical progressive” group of early twentieth century composers, which we call “Young Poland.” In their manysided and pioneering efforts they prepared the fertile soil on which Poland's present day's music thrives.

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