“…In vain, Lourenço Filho, General Director of Public Instruction in São Paulo as of October 1930, tried to resume the "pedagogical autonomy," now as a strategy to reorganise teaching along the lines of the active school. Paradoxically, the proposal was rejected in schools (Valente, 2016), and the 1925program went ahead, reissued in 1934, and used until the early 1950s (Ribeiro, 1996Frizzarini et al, 2014). So far, it seems, education historians have not given a more palatable justification for that moment.…”