PAPERSThe Diccionario de Pedagogía by Labor, Barcelona (1936): the iconic-textual construction of a pedagogic discourse linked to the ideals of the "New School" (English Version)
AbstractThe important Editorial Labor of Barcelona, which had so much dissemination with its various bibliographic collections in Spain and in Latin America between 1920s to 1980s, was responsible for the editing of two notable Diccionarios de Pedagogía (Pedagogy Dictionaries), one in 1936 and another in 1964, both created from two different educational assumptions; in one case, from those belonging to the New School (1936) and the other from the so-called neo-scholastic and Catholic assumptions, as shown in the comparative contrast that is undertaken here. The contribution also takes care of the references to education in Brazil that are set out in the 1936 text.
Achegarnos aos antecedentes con respecto ao estudo da infancia e da adolescencia desde a perspectiva histórico-educativa sitúanos ante o estado actual das investigacións neste eido e, igualmente, permítenos trazar novos horizontes a partir de retos e interrogantes que fican por resolver. Mediante esta aproximación historiográfica pretendemos ofrecer un percorrido que, tendo presentes as principais mudas acontecidas desde os incipientes traballos desenvolvidos a partir dos anos sesenta do século pasado, suscite novas posibilidades para a investigación en torno á infancia e á adolescencia na actualidade.
Resumen. En torno a la idea de «música culta» giran representaciones, acentuadas desde la época renacentista, que condicionaron y condicionan los modos de educación musical, así como las construcciones socioculturales que de esta pueden derivarse. De esta forma, los discursos subyacentes a esta noción de «música» prevalecieron aún con las notables innovaciones introducidas a comienzos del siglo xx en el ámbito de la educación musical que, por otra parte, tuvieron sus principales repercusiones en las metodologías utilizadas en el aula de música. Atendiendo a estos aspectos, pretendemos ofrecer una aproximación a los procesos que, entre finales del siglo xix y a comienzos del siglo xx, se inclinaron por amparar una idea de «música culta», con sus respectivas incidencias en la historia educativa escolar.Palabras clave: Estética ilustrada; Discursos de clase; Educación musical escolar; Siglo xx; «Música culta».
Abstract. The Concept of «serious music» has been subject to kinds of represen-tations, especially since the Renaissance, which conditioned and continue to condition approaches to musical education as well as the socio-cultural constructions deriving from them. Thus, the underlying discourses regarding this notion of «music» still prevailed even with the notable innovations introduced in the early twentieth century in the area of music education, innovations which also had a major impact on the methodologies used in music class. Based on these considerations, we attempt to offer an approximation to the processes that, during the late nineteenth and early twentieth
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