scholarly journals O CONCEITO DE “INFÂNCIA” NO CONTEXTO DA MODERNIDADE EUROPEIA (SÉCULOS XVII-XIX)

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Dulce Regina Baggio Osinski ◽  
Amanda Siqueira Torres Cunha
Keyword(s):  
Immanuel Kant ◽  
Intellectual History ◽  
John Locke ◽  
History Of Education ◽  
Adult Life ◽  
Education History ◽  
Port Royal ◽  
Friedrich Froebel ◽  
History Of ◽  
History Of Concepts

Este artigo analisa o conceito de “infância” a partir de formulações que marcaram a modernidade, inserindo-se no campo das pesquisas em história intelectual da educação e relacionando-se de modo mais específico com a história dos conceitos. A investigação tratará do contexto europeu, definindo como recorte temporal o período entre os séculos XVII e XIX. As reflexões de Reinhart Koselleck a partir do campo da história dos conceitos serão cotejadas com as de autores como Ariès, Becchi, Herrero, Levin e Kohan, que discutem a infância em perspectiva histórica. Como fontes, serão analisados os discuros de intelectuais envolvidos com a infância e sua formação, tais como os mestre de Port-Royal, Immanuel Kant, John  Locke, Denis Diderot, Jean Jacques Rousseau, Johann Pestalozzi e Friedrich Froebel, os quais evidenciam a construção, manutenção ou ressignificação do conceito de infância no decorrer do tempo, graças a movimentos de circulação e apropriação. Foi possível perceber, no período analisado, que o conceito de infância em circulação no século XVII e início do século XVIII, relacionado a um número maior de aspectos negativos e concebido como um momento da vida imperfeito, pecaminoso e separado da vida adulta, cedeu paulatinamente lugar, até meados do século XIX, à ideia de um período com características próprias e relevante para a concretização do projeto de homem moderno.Palavras-chave: História da educação; história dos conceitos; conceito de infância; infância e modernidade.THE CONCEPT OF "CHILDHOOD" IN THE CONTEXT OF EUROPEAN MODERNITY (XVII-XIX CENTURIES)AbstractThis article analyzes the concept of "childhood" from formulations that marked modernity, inserting itself in the field of research in the intellectual history of education and relating more specifically to the history of concepts. The research will deal with the European context, defining as temporal cut-off the period between the seventeenth and nineteenth centuries. Reinhart Koselleck's reflections from the field of concept history will be compared with authors such as Ariès, Becchi, Herrero, Levin and Kohan, who discuss childhood in historical perspective. As sources, the discourses of intellectuals involved with childhood and its formation, such as the Masters of Port-Royal, Immanuel Kant, John Locke, Johann Pestalozzi, Friedrich Froebel and Jean Jacques Rousseau, will be analyzed, which put in evidence the construction, maintenance or re-signification of the concept of childhood in the course of time, thanks to movements of circulation and appropriation. It was possible to perceive, in the analyzed period, that the concept of childhood in circulation in the seventeenth and early eighteenth century, related to a greater number of negative aspects and conceived as a moment of imperfect, sinful life separated from adult life, gradually gave place, until de nineteenth century, to the idea of a period with its own characteristics and relevant to the realization of the modern man project.Key-words: History of education; history of concepts; concept of childhood; childhood and modernity.EL CONCEPTO DE "INFANCIA" EN EL CONTEXTO DE LA MODERNIDAD EUROPEA (SÉCULOS XVII-XIX) Resumen Este artículo analiza el concepto de "infancia" a partir de formulaciones que marcaron la modernidad, insertándose en el campo de las investigaciones en historia intelectual de la educación y relacionándose de modo más específico con la historia de los conceptos. La investigación tratará del contexto europeo, definiendo como recorte temporal el período entre los siglos XVII y XIX. Las reflexiones de Reinhart Koselleck a partir del campo de la historia de los conceptos serán cotejadas con autores como Ariès, Becchi, Herrero, Levin y Kohan, que discuten la infancia en perspectiva histórica. Como fuentes, se analizarán los discursos de intelectuales involucrados con la infancia y su formación, como los maestros de Port-Royal, Immanuel Kant, John Locke, Johann Pestalozzi, Friedrich Froebel y Jean Jacques Rousseau, que evidencian la construcción, el mantenimiento o la resignificación del concepto de infancia en el transcurso del tiempo, gracias a movimientos de circulación y apropiación. En el período analizado, el concepto de infancia en circulación en el siglo XVII y el inicio del siglo XVIII, que se relacionó con un número mayor de aspectos negativos, siendo concebido como un momento de la vida imperfecto, pecaminoso y separado de la vida adulta, cedió paulatinamente lugar, hasta el siglo XIX, a la idea de un período con características propias y relevantes para la concreción del proyecto de hombre moderno.Palabras clave: Historia de la educación; historia de los conceptos; concepto de infancia; la infancia y la modernidad.   

scholarly journals Bourdieu, Gramsci e Foucault: notas para análise de fontes imprensas para história da educação a partir da história intelectual

2017 ◽  
Vol 1 (3) ◽  
pp. 182
Author(s):  
Eliezer Felix de Souza
Keyword(s):  
Educational Research ◽  
Intellectual History ◽  
History Of Education ◽  
Education History ◽  
World Views ◽  
Central Objective ◽  
The Press ◽  
The World ◽  
History Of ◽  
Printed Sources

Nas pesquisas que temos realizado na história da educação, nosso estudo volta-se para a perspectiva abordada pela História Intelectual. Essa perspectiva, a partir do diálogo com vários autores, tem buscado estudar o funcionamento de uma sociedade intelectual e sua relação com o campo, bem como as visões de mundo e a maneira de pensar dos intelectuais. Nesse sentido, o objetivo central deste texto é explicitar a experiência relacionada com fontes impressas para história e história da educação mobilizando discussões teóricas conduzidas pelos estudos de Gramsci, Bourdieu e Foucault. De forma geral buscamos instigar o debate a partir de alguns conceitos desses autores que possibilite utilizar as fontes impressas para a história e história da educação visando contribuir com os pesquisadores que têm adotado a imprensa enquanto objeto, mas, sobretudo fonte para pesquisas histórico-educacional.Bourdieu, Gramsci and Foucault: notes for analysis of print sources for education history from of intelectual history. In the research we have done, our study turns to the perspective approached by Intellectual History. This perspective, from the dialogue with several authors, has sought to study the functioning of an intellectual society and its relation to the field, as well as the world views and the way of thinking of the intellectuals. In this sense, the central objective of this text is to explain the experience related to printed sources for history and history of education by mobilizing theoretical-methodological discussions conducted by Gramsci, Bourdieu and Foucault. In a general way, we seek to instigate the debate based on some concepts of these authors that makes it possible to use printed sources for the history and history of education, in order to contribute to the researchers who have adopted the press as an object, but above all a source for historical educational research. Keywords: Press sources; Intellectual history of education; Theoretical discussions.

Sources of the Self From the Renaissance to the 20th Century

2020 ◽  
Author(s):  
Elwin Hofman
Keyword(s):  
Immanuel Kant ◽  
Intellectual History ◽  
John Locke ◽  
18Th Century ◽  
The Self ◽  
Social Differences ◽  
History Of ◽  
Modern Self ◽  
The Individual ◽  
Absence Of Power

The history of the self studies continuities and changes in ideas about and experiences of the individual mind through time, attending to questions of individuality, identity, stability, self-possession, and interiority. Traditionally, this subject has often been approached as an intellectual history, analyzing philosophers’ explicit writings about the self. Through the work of people such as René Descartes, John Locke, and Immanuel Kant, scholars have traced a growing sense of individuality and self-possession since the 16th century, and an increasing feeling of inner depth since the 18th century. The focus on intellectual sources of the self has been criticized, however, by scholars who stress the importance of practices and of social differences. They have broadened the scope of the field by looking at cultural sources, such as autobiographical writing, literature, art, rituals, and festivities. Still other historians have criticized the absence of power in many accounts of the history of the self and stress the institutional and political sources of the self, including religious institutions, schools, and legal systems. Throughout these different approaches, debates continue about whether a “modern self” can be traced, and when such a modern self can be situated. While many recent scholars stress the need to examine different cultures of the self at any given time in their own right, others argue that it remains important to trace grand shifts in this history.

scholarly journals A imprensa operária e a História da Educação: uma análise das contribuições dos jornais O Labor e O Confederal para a História da Educação nos anos iniciais de Belo Horizonte

2017 ◽  
Vol 1 (3) ◽  
pp. 94
Author(s):  
Renata Garcia Campos Duarte
Keyword(s):  
Working Class ◽  
History Of Education ◽  
Minas Gerais ◽  
The State ◽  
Social Classes ◽  
Education For All ◽  
Education History ◽  
History Of ◽  
Belo Horizonte ◽  
Educational Field

Este artigo tem como objetivo discutir a importância da utilização de impressos operários enquanto fonte para as pesquisas em história da educação, analisando alguns debates e ideias educacionais presentes em dois jornais operários de origem associativa: O Labor, da Confederação Auxiliadora dos Operários, e O Confederal, do Centro Confederativo dos Operários. As associações responsáveis pelos periódicos foram constituídas nos primeiros anos de existência de Belo Horizonte, cidade construída para sediar a nova capital do Estado de Minas Gerais. Os impressos operários, por sua vez, são entendidos em suas particularidades tendo-se em vista as suas características, os quais divulgavam algumas ideias e debates, como os referentes ao campo educacional. A partir da análise dos jornais foi apurada a existência de demandas e propostas por educação para todas as classes sociais, visto que o ensino em Belo Horizonte não era ofertado a todos, ou se era oferecido, não alcançava as classes sociais menos favorecidas.The working class press and the History of Education: an analysis of the contributions of the newspapers The Labor and The Confederal to the History of Education in the initial years of Belo Horizonte. This article aims to discuss the importance of the use of working class press as a source for research in the history of education, analyzing some debates and educational ideas present in two workers' newspapers of associative origin: The Labor, of the Auxiliary Confederation of Workers, and The Confederal, of the Confederative Center for Workers. The associations responsible for the periodicals were constituted in the first years of existence of Belo Horizonte, city built to host the new capital of the State of Minas Gerais. The working class periodicals, in turn, are understood in their particularities in view of their characteristics, which disseminated some ideas and debates, such as those concerning the educational field. From the analysis of the newspapers, the existence of demands and proposals for education for all social classes was verified, whereas the education in Belo Horizonte was not offered to all, or if it was offered, it did not reach the less favored social classes. Keywords: Workers associations; Belo Horizonte; Education; History of education; Working class press.

Locke's review of the Principia

1965 ◽  
Vol 20 (2) ◽  
pp. 152-161 ◽  
Keyword(s):  
Intellectual History ◽  
Western Europe ◽  
John Locke ◽  
Periodical Press ◽  
Physical Sciences ◽  
Political Exile ◽  
French Speaking ◽  
History Of ◽  
Independent Account

The publication in July 1687 of Newton’s Principia mathematica gave rise to only four reviews in the European periodical press. The first was Edmond Halley’s pre-publication notice in the Philosophical Transactions (1). Then a year elapsed before the Bibliothèque Universelle (2), the Acta Eruditorum (3), and the Journal des Sçavans (4), approached the book. Of these reviews that which appeared in Jean Leclerc’s widely read Bibliothèque Universelle has received least attention from historians. This is unfortunate because, of several merits, two in particular are important for the intellectual history of the period: it was written specifically for the large and growing intellectual class (5) of western Europe who for the most part were interested in the new physical sciences, but were untrained in the mathematics necessary to understand many of the newest advances in them. And the author of this review, which was the first independent account of Newton’s book to reach this Continental (largely French-speaking) audience, was John Locke, then a voluntary political exile in Holland (6).

scholarly journals Fundação Escola Técnica Liberato Salzano Vieira da Cunha: da construção física à constituição de um mito de excelência (1957-1967)

2021 ◽  
Vol 14 (2) ◽  
pp. 375
Author(s):  
Deise Margô Müller ◽  
Luciane Sgarbi S. Grazziotin
Keyword(s):  
De Novo ◽  
History Of Education ◽  
Educational Institutions ◽  
Education History ◽  
Technical School ◽  
Geographic Space ◽  
Methodological Choices ◽  
History Of ◽  
The City ◽  
Physical Construction

Este estudo tem viés historiográfico e o objeto de análise é a Fundação Escola Técnica Liberato Salzano Vieira da Cunha localizada no município de Novo Hamburgo/RS. Tem o objetivo de explicitar as escolhas metodológicas que viabilizam a produção historiográfica vinculada à temática da História das Instituições de Ensino. Ao se investigar a gênese do processo de implantação de uma escola técnica, em determinado tempo e lugar, foi possível compreender a construção de um discurso de excelência de ensino em tal instituição e o envolvimento desse discurso com as políticas públicas de educação vigentes no período estudado, articuladas às características regionais do espaço geográfico em que a escola está localizada.Palavras chave: Metodologia de Pesquisa. Ensino Técnico Profissionalizante. História da Educação. História das Instituições de Ensino.Liberato Salzano Vieira da Cunha Technical School: from the physical construction to the constitution of a myth of excellence (1957-1967)ABSTRACTThis historiographical study relates to the History of Educational Institutions, and its object of analysis is the Liberato Salzano Vieira da Cunha Technical School, located in the city of Novo Hamburgo/RS. It aims at revealing the methodological choices that enable historiographical production in past times. Investigating the genesis of the process of implantation of a technical school, in a certain time and place, enabled understanding about the construction of a discourse of educational excellence in this institution, as well as the involvement of this discourse with educational public policies in effect in the period studied, articulated to the regional characteristics of the geographic space in which the school is located.Keywords: Research Methodology. Technical Professional Secondary Education. History of Education. History of Educational Institutions.Fundación Escuela Técnica Liberato Salzano Vieira da Cunha:  de la construcción física hasta la constitución de un mito de excelencia (1957 - 1967)RESUMENEste estudio tiene un carácter historiográfico y el objeto del análisis es la Fundación Escuela Técnica Liberato Salzano Vieira da Cunha, situada en la ciudad de Novo Hamburgo/RS. Tiene el objetivo de explicitar las opciones metodológicas que hacen posible la producción historiográfica vinculada a la temática de la Historia de las Instituciones de Educación. Investigando el origen del proceso de implantación de una escuela técnica, en determinado tiempo y lugar, fue posible entender la construcción de un discurso de excelencia de enseñanza en tal institución y el envolvimiento de ese discurso con las políticas públicas de educación vigentes en el período estudiado, articuladas a las características regionales del espacio geográfico donde se localiza la escuela.Palabras clave: Metodología de investigación. Enseñanza técnica profesional. Historia de la Educación. Historia de las Instituciones de Educación.

2. Oil and water

2021 ◽  
pp. 16-31
Author(s):  
Gary Thomas
Keyword(s):  
Problem Solving ◽  
John Dewey ◽  
John Locke ◽  
History Of Education ◽  
History Of

‘Oil and water’ examines two streams of thought which run through the history of education: the progressive and the formal. There are not only different understandings about knowledge and learning held by the protagonists of each position, but also different views about children — who they are and how they develop. For the progressives, such as Jean-Jacques Rousseau, John Locke, and John Dewey, education is about supporting the ability to think critically. It should be child-centred and focused on problem solving. For the formalists, it is a process of imparting and acquiring the skills and knowledge necessary for wellbeing and success in life. Teaching is at the heart of this transmission.

Contexts (II)

2020 ◽  
pp. 95-132
Author(s):  
John Scholar
Keyword(s):  
Immanuel Kant ◽  
Intellectual History ◽  
Jacques Derrida ◽  
William Wordsworth ◽  
Samuel Taylor Coleridge ◽  
Judith Butler ◽  
Walter Pater ◽  
History Of ◽  
The Aesthetic ◽  
De Man

Chapter 3, continuing Chapter 2’s intellectual history of the impression, begins by exploring British aestheticism and its roots in Kant and romanticism (Walter Pater, Oscar Wilde, Immanuel Kant, Samuel Taylor Coleridge, William Wordsworth). It then turns to twentieth-century theories of performativity, which, it argues, combine elements of the empiricist and the aesthetic (J. L. Austin, Jacques Derrida, Paul de Man, Judith Butler, J. Hillis Miller). James followed Pater in resurrecting the ‘impression’. Pater found in Hume’s impression a role for the imagination at the heart of consciousness. But the interpretive excesses of James’s protagonists’ cognitive impressions must also be understood alongside the more flamboyant aestheticism of Pater’s disciple Wilde, and his ‘critic as artist’. The most active of James’s impressions, however, are performative: they are impressions made, not received. Performativity helps frame an account of the impression that encompasses both the receiving and making of impressions, and the confusion between the two.

WHY LITTLE THINKERS ARE A BIG DEAL: THE RELEVANCE OF CHILDHOOD STUDIES TO INTELLECTUAL HISTORY

2016 ◽  
Vol 14 (1) ◽  
pp. 269-280
Author(s):  
CORINNE T. FIELD
Keyword(s):  
Young People ◽  
Intellectual History ◽  
History Of Education ◽  
Childhood Studies ◽  
The Family ◽  
History Of ◽  
The 1960S ◽  
Over Time

Why should intellectual historians care about children? Until recently, the answer was that adults’ ideas about children matter, particularly for the history of education and the history of conceptions of the family, but children's ideas are of little significance. Beginning with Philippe Ariès in the 1960s, historians took to exploring how and why adults’ ideas about children changed over time. In these early histories of childhood, young people figured as consumers of culture and objects of socialization, but not as producers or even conduits of ideas.

scholarly journals OSSETIAN TEACHERS: SELF-AWARENESS AND EVERYDAY LIFE (LATE XIX – EARLY XX CENTURY)

2021 ◽  
pp. 21-31
Author(s):  
С.А. АЙЛАРОВА
Keyword(s):  
Everyday Life ◽  
Intellectual History ◽  
Social History ◽  
History Of Education ◽  
Self Awareness ◽  
Behavioral Strategies ◽  
Social Community ◽  
The Status ◽  
History Of ◽  
Main Representative

Статья посвящена одному из аспектов истории образования в Осетии конца XIX – начала XX в. – самосознанию социопрофессиональной группы – осетинского учительства. Формирование профессиональных групп было выражением модернизации социальной структуры пореформенного осетинского общества. Ввиду особенностей истории образования в Осетии главным представителем этой группы являлись учителя церковно-приходских школ – основного типа начальной школы в крае. Осознание профессиональных интересов, общественного статуса и материального положения народного учителя было проявлением оформления этого социального сообщества. В центре внимания педагогической публицистики – учительская повседневность, размеры жалования, проблема пенсий, жилье, питание, взаимоотношения учителя с школьной и сельской администрацией, представителями сельского общества, статус и перспективы педагогического труда. Обсуждение многих проблем носило полемический характер; участники дискуссии высказывали противоположные суждения о материальной обеспеченности народного учителя, качестве жилья, возможности подсобного хозяйства, будущего образования детей учителя. Освещалась запутанность ситуации с учительскими пенсиями, которые в реальности не выплачивались. В актуальной публицистике освещены не все проблемы учительской повседневности, а только социально значимые, волновавшие демократическую интеллигенцию. Изучение субкультуры и самосознания осетинского учительства актуально в русле методологических поисков отечественной «новой социальной истории», а также «историко-антропологического» подхода, дающих возможность реконструкции поведенческих стратегий этой группы интеллигенции. «Интеллектуальная история» Осетии дореволюционного периода формировалась во многом представителями этой образовательной общности, развивавшей общественную мысль на протяжении десятилетий. Публицистическая подборка, составившая основу статьи, информативна и свидетельствует о перспективности изучения такой социопрофессиональной и культурной группы, как осетинское учительство. The article considers one of the aspects of the history of education in Ossetia in the end of XIX – early XX century – the self-awareness of the Ossetian teachers as socio-professional group. The formation of professional groups was an expression of the modernization of the social structure of the post-reform Ossetian society. In view of the peculiarities of the history of education in Ossetia, the main representative of this group was the teachers of parish schools, the main type of elementary school in the region. Awareness of the professional interests, social status and material situation of the people's teacher was a manifestation of the formation of this social community. The focus of pedagogical journalism is on teachers' everyday life, salaries, the problem of pensions, housing, food, the teacher's relationship with the school and rural administration, representatives of rural society, the status and prospects of pedagogical work. Discussion of many problems was polemical in nature; the participants in the discussion expressed opposite opinions about the material security of a people's teacher, the quality of housing, the possibility of subsidiary farming, and the future education of the teacher's children. The confusion of the situation with teachers' pensions, which in reality were not paid, was highlighted. In actual journalism, not all problems of teachers' everyday life are highlighted, but only socially significant ones that worried the democratic intelligentsia. The study of the subculture and self-consciousness of the Ossetian teachers is relevant in line with the methodological searches of the national “new social history”, as well as the “historical-anthropological” approach, which makes it possible to reconstruct the behavioral strategies of this group of intelligentsia. The "intellectual history" of Ossetia in the pre-revolutionary period was formed in many respects by representatives of this educational community, which had been developing public thought for decades. This journalistic selection is informative and testifies to the prospects of studying such a socio-professional and cultural group as the Ossetian teachers.

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