Progressisme social et conservatisme pédagogique dans l’enseignement primaire (France, début XXe siècle)
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2019
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Edições Universitárias Lusófonas
Resumo
Os projetos de reforma dos currículos e métodos pedagógicos suscitam periodicamente no corpo docente - e, mais amplamente, na sociedade - discussões que põem em causa formas complexas de argumentação. Logo que estas reformas são anunciadas, com o objetivo de promover o acesso de um maior número de alunos ao conhecimento e democratizar a transmissão da cultura, dão origem a dois tipos de oposições. A primeira oposição, por parte de um conservadorismo social e político, consiste em rejeitar qualquer reforma que possa comprometer o recrutamento das elites. A outra oposição vem de atores do debate que se reivindicam de um republicanismo social e politicamente progressista; ela consiste a denunciar os efeitos perversos de reformas que tenderiam a reduzir as exigências do sistema escolar, e previa que tais reformas iriam de encontro contra os interesses do maior número de pessoas. A partir do exemplo de um debate desenvolvido em França no início de 1900 na imprensa pedagógica, o texto procura entender a controvérsia entre os promotores e os detractores de reformas, que compartilham os mesmos ideais democráticos.
Curricular and pedagogical methods reform projects periodically provoke debates within faculty, and more broadly in society. These debates involve complex forms of argumentation. When primary aims of announced reforms are to promote a wider access to knowledge, and to democratize the transmission of culture, they give rise to two kinds of opposition. The first category of opposition, on the side of social and political conservatism, is to reject any reform that could jeopardize the recruitment of elites. The other opposition comes from actors who claim to be socially and politically progressive republicans; it consists in denouncing the perverse effects of reforms that would reduce the demands of the school system and it predicts that such reforms would actually run counter the interests of the largest number. Focusing on a debate developed in France ta the beginning of 1900’s in the pedagogic press, the text seek to understand the controversies between promoters and detractors of reforms who share the same democratic ideals.
Curricular and pedagogical methods reform projects periodically provoke debates within faculty, and more broadly in society. These debates involve complex forms of argumentation. When primary aims of announced reforms are to promote a wider access to knowledge, and to democratize the transmission of culture, they give rise to two kinds of opposition. The first category of opposition, on the side of social and political conservatism, is to reject any reform that could jeopardize the recruitment of elites. The other opposition comes from actors who claim to be socially and politically progressive republicans; it consists in denouncing the perverse effects of reforms that would reduce the demands of the school system and it predicts that such reforms would actually run counter the interests of the largest number. Focusing on a debate developed in France ta the beginning of 1900’s in the pedagogic press, the text seek to understand the controversies between promoters and detractors of reforms who share the same democratic ideals.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, ENSINO BÁSICO 1º CICLO, SINDICALISMO, EDUCATION, PRIMARY EDUCATION, TRADE UNIONISM
Citação
Mole , F 2019 , ' Progressisme social et conservatisme pédagogique dans l’enseignement primaire (France, début XXe siècle) ' , Revista Lusófona de Educação .