Meritocracia e os usos da repetência na escola primária pública francesa de 1850 ao início do século 20

2016

ETE

This study is focused on the graded schools of Lisbon (Casa Pia and municipal schools) in the second half of the nineteenth century. The aim was to understand how the dysfunctions of the graded school model were being «corrected». Indeed, it was inconceivable for the model to be contested (as the research shows), – it simply had to work better. The greatest organizational difficulty in such schools resulted from the teacher’s task of looking after students with different cognitive levels and needs. During the 1880s, this classroom heterogeneity resulted in several classroom management problems in the institutional context of the Lisbon Casa Pia, even though the graded school model had proved its effectiveness there in the 1860s. Among other measures introduced to counter such problems, the school board was set up with the idea of overcoming organizational difficulties by involving teachers in the decision-making process. However, the extremely strict criteria that needed to be met to pass onto a higher grade hampered the flux of students in the municipal schools of Lisbon, making grade retention an ordinary procedure – particularly in the first grades. The school boards proposed several solutions to this problem, among which curriculum segmentation.

Section: As Escolas Graduadas Ou Centrais Do Município De Lisboa: Conunclassified

“…A fonte não refere as razões pelas quais não foram coligidos dados para as Escolas Centrais n. os 1, 10, 16, 18, 20 e 21. No caso dos exames de passagem realizados em agosto de 1887, a mesma fonte indica dados para todas as escolas centrais.15 O mesmo sucedia, por exemplo, nas escolas do Sena, em 1877(Krop, 2015).…”

unclassified

Dificuldades organizacionais nas primeiras escolas graduadas da cidade de Lisboa (segunda metade do século xix)

2016

ETE

“…Although many studies, to some extent, have been dedicated to the topic (SOUZA, 1998;SOUZA, 2000;SOUZA, 2006;TEIVE, 2009;VEIGA, 2009;BOTO, 2014;KROP, 2015;PIÑAS, 2020;ROCHA;GOUVEA, 2021), even dealing with the same object of analysis -the Modern School in Barcelona (LEUTPRECHT, 2018) -, the notion about this procedure has contracted some inaccuracies, hence it seemed fundamental to me to define what I understand school exams to be 3 . I assume here that the exam was a ritual used in the school of modernity with the purpose of measuring the evolution of the faculties of the schoolchildren, since the model of graduated school required from the action of the pedagogical agents a procedure that "proved" that the child had acquired the necessary knowledge, which would have to be mobilized to give him continuity in the school trajectory that he would undertake through the other grades established by the educational systems.…”

Section: Introductionmentioning

confidence: 99%

Rites About the Sensitive: The Exams at the Modern School in Barcelona

2022

Educ. rev.

I analyze in the present paper a set of prescriptions regarding the use of exams, which were implemented in the experience of the Modern School at Barcelona (1901-1906), during the first decade of the 20th century. Cited as current ritual among the scholar experiences at the time, even being attributed the character of innovation by education renovator intellectuals, I verify how it took place such procedure in the Modern School based on the analytical orientations of Ivor Goodson about the Social History of Curriculum. For the goals of this research, I mobilize a set of records about the exams extracted from the Boletín de la Escuela Moderna (1901-1906), official body of the aforementioned school. However, several other types of documentation compose the corpus of references for the analysis such as pedagogical magazines, iconography, journals etc. Throughout the analysis, I observe the methods of how the exams were mobilized regarding the formation of infancy, especially, as a procedure capable of educating their sensibilities.

“…Ainda que muitos estudos, em alguma medida, tenham se dedicado ao tema (SOUZA, 1998;SOUZA, 2000;SOUZA, 2006;TEIVE, 2009;VEIGA, 2009;BOTO, 2014;KROP, 2015;PIÑAS, 2020;ROCHA;GOUVEA, 2021), inclusive tratando do mesmo objeto de análise -a Escola Moderna de Barcelona (LEUTPRECHT, 2018) -, a noção sobre esse procedimento contraiu algumas imprecisões, daí me pareceu fundamental definir o que entendo serem os exames escolares 3 . Assumo aqui que o exame foi um ritual utilizado na escola da modernidade com o propósito de medir a evolução das faculdades dos escolares, visto que o modelo de escola graduada exigia da ação dos agentes pedagógicos um procedimento que "comprovasse" que a criança adquirira os conhecimentos necessários, os quais teriam que ser mobilizados para lhe dar continuidade na trajetória escolar que empreenderia pelos demais graus estabelecidos pelos sistemas educacionais.…”

Section: Introductionunclassified

Ritos Sobre O Sensível: Os Exames Na Escola Moderna De Barcelona

2022

Educ. rev.

RESUMO: Analiso no presente artigo um conjunto de prescrições referentes à prática dos exames, que foram implementados na experiência da Escola Moderna de Barcelona (1901-1906), na primeira década do século XX. Cotado como ritual corrente entre as experiências escolares à época, sendo, inclusive, atribuído a ele o caráter de inovação por intelectuais renovadores da educação, verifico como sucedeu tal procedimento na Escola Moderna a partir das orientações analíticas de Ivor Goodson sobre a História Social do Currículo. Para os fins desta investigação, mobilizo um conjunto de registros sobre os exames extraídos no Boletín de la Escuela Moderna (1901-1906), órgão oficial da referida escola; porém, diversos outros tipos de documentação compõem o corpus de fontes para as análises, tais como revistas pedagógicas, iconografias, periódicos etc. No percurso das análises, observo os modos como foram mobilizados os exames com vistas à formação da infância, especialmente como procedimento capaz de educar suas sensibilidades.