Pengelolaan Yayasan Albanna sebagai Lembaga Pendidikan Islam di Denpasar Selatan 2007-2019

This research study discusses the Management of the Albanna Foundation for Islamic Education Institutions in South Denpasar 2007-2019. The purpose of this study is to find out the background of the formation of the Albanna Foundation, how the Albanna Foundation management system is and what challenges are faced by the Albanna Foundation managers. The research methodology used by the author is the social history of education. The theory used in the research by the author is called historical theory such as historical understanding and structural functional theory. The results of this study explain that the formation of the Albanna School started from the idea to pioneer an Islamic School from the Albanna builder and administrator founded by Saifuzzuhri. The Albanna Foundation is an Islamic school that has a religious character and has a global perspective in the concept of Islamic education that provides support for school efforts to advance themselves and implement a management system and infrastructure in Albanna. The challenges in managing the Albanna Foundation he faced with reference to technology and human resources.

Creación de las escuelas normales rurales en Colombia 1934-1951

Este artículo busca reconocer el proceso de creación de las escuelas normales rurales en Colombia entre 1934 a 1951, que mostró avances legislativos que quedaron reducidos a una Política Educativa que fue truncada por la falta de recursos y disputas bipartidistas, además porque fue limitada a formar para la emergencia y no para la consolidación de un proceso permanente que llegará a las zonas apartadas donde se encontraba la población campesina, quienes debían conocer sobre nociones elementales, agrícolas y de higiene. Esta investigación se sustentó en la Historia Social de la educación. Para ello, se abordaron fuentes primarias, y secundarias como: folletos, periódicos, revistas, memorias de los ministros Nacionales localizadas en la Universidad Pedagógica y Tecnológica de Colombia, Archivo General de la Nación, Hemeroteca Luis Ángel Arango. This article seeks to recognize the creation of rural Normal Schools and their impact on the national educational project between 1934 to 1951, which showed legislative advances that were reduced to an Educational Policy that was truncated due to the lack of resources and bipartisan disputes, also because it was limited to form for the emergency and not for the consolidation of a permanent process that will reach the remote areas where the peasant population was, who had to know about elementary, agricultural and hygiene notions. This research is based on the Social History of education. For this, primary and secondary sources were approached as: brochures, newspapers, magazines, memories of the National Ministers located in the UPTC, General Archive of the Nation, Luis Ángel Arango Hemeroteca.

Historia de vida: la maestra Flor de Orozco

Esta investigación1 busca analizar y comprender la labor de la maestra rural desde su entorno familiar, social y cultural, a través de la incidencia de las transformaciones socio-políticas que se gestaron a nivel nacional, regional y local durante el siglo XX.Los enfoques desarrollados para este trabajo son el de la Historia social de la educación2 y el de la Educación comparada, para tener una visión teórica, ideológica, política-filosófica que permita aproximarse al objeto de estudio a través de la historia de vida, que contribuye a la construcción de la memoria individual y colectiva de los pueblos.ABSTRACTThis research seeks to analyze and understand the work of the rural teacher through her family, social and cultural environment, and through the impact of socio-political transformations that took place at national, regional, and local level during the twentieth century.The approaches developed for this work include the social history of education and comparative education in order to gain a theoretical, ideological and political-philosophical vision to approach the object of study through the history of life, which contributes to the construction of individual and collective memory of peoples.RESUMOEsta pesquisa tem como objetivo analisar e compreender o trabalho da professora rural a partir de seu ambiente familiar, social e cultural, através do impacto das transformações sócio- políticas que foram desenvolvidas a nível nacional, regional y local durante el século XX.As abordagens desenvolvidas para este trabalho são a da historia social da educação e da educação comparativa, para ter uma visão teórica, ideológica, política-filosófica que permite se aproximar do objeto de estudo através da historia de vida, que contribui à construção da memoria individual e colectiva dos povos.

Manuali, sussidi e didattica della geografia

This publication is comprised within a recent strand of studies devoted to scholastic culture, understood as an original and complex form of mediation between academic and popular culture. The history of scholastic disciplines is actually one of the most innovative and interesting sectors of the social history of education, and also links up with similar initiatives in other academic sectors, even at international level. These include studies on scholastic and educational publishing, the history of professional associations in the area of geography and cartography (both local and national), and on possible interactions between classical geographical studies and technological applications (digital history and geography). The study of geography teaching, in particular, is extremely useful and significant for analysing: the structure, functioning and changes in scholastic culture; the contribution it made at the time of foundation and consolidation of the Italian State and at other times of political and cultural discontinuity and, finally, the tormented relations of scholastic geography with numerous aspects of an ideological nature and related to the building of Italian identity. From a methodical and historical aspect, the approach of this book is distinctly interdisciplinary: it involves specialists from scientific communities that differ in their origins and current structure, but share the same argument of study and the wish for open exchange. The various contributions seek to highlight the close interrelations between past and present in geography, never severing the links between current and historic study, between the educational and operational concerns of today and those of yesterday. Rather, they underscore the importance and advantages of a historic perspective, which can supply useful keys for interpreting the moments of discontinuity and the (ideal and operational) tensions that have distinguished geographical culture, both scholastic and academic. Rassegna stampa: La Vita Scolastica Rivista n. 5 Dicembre 2013