Une culture ‘contre’ l’autre: les idées de l’éducation nouvelle solubles dans l’institution scolaire d’Etat? Autour de la démocratisation de l’accès au savoir

Robert, André D.

doi:10.1080/00309230600552161

Cited by 10 publications

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“…Ganha especial relevo logo a seguir à guerra de 1916-1918 como «modelo de renovação da cultura interna das instituições educativas, mas também como uma nova proposta de socialização da infância nos princípios da paz e da democracia» (Escolano, 2006, 328-329). Os seus ecos (Heimberg, 2006) aparecem, não apenas na literatura pedagógica, mas também na apropriação de alguns dos seus procedimentos por professores (Pozo Andrés, 2003), na acomodação dos seus pressupostos aos códigos da cultura empírica da escola por alguns manuais (Escolano, 2006) e na sua receção em vários sistemas educativos nacionais, sobretudo em tempos de implementação de reformas com vista à democratização do ensino secundário (Campbell e Sherington, 2006;Michael, 2006;Grosvenor e Myers, 2006;Robert, 2006). Em bom rigor, ainda hoje é possível ver a sua influência quando se constata a permanência da pedagogia da Escola Tradicional e se apontam alternativas mais consentâneas com a evolução da sociedade.…”

Section: Autogoverno E Eficiência Socialunclassified

La nueva educación y el trabajo escolar: horizonte y polaridades de una visión educativa

Araújo

2018

Teor. educ.

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Neste artigo revisitamos os principais princípios e conceitos-chave das Escolas Novas e assinalamos o interesse pela psicologia do desenvolvimento e a defesa da necessidade de deixar amadurecer a infância nas crianças (Jean-Jacques Rousseau) e de fomentar a sua educação a partir de dentro mediante a prática de métodos ativos. De seguida, identificamos no ideário da Educação Nova as ideias de progresso e de perfetibilidade caras à tradição iluminista e, a partir da ideia de rendimento escolar, indagamos se a proposta da Educação Nova se filia ou se afasta da perspetiva taylorista e como incorpora as conceções de homem económico e de homem social. Estas

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Section: Autogoverno E Eficiência Socialunclassified

La nueva educación y el trabajo escolar: horizonte y polaridades de una visión educativa

Araújo

2018

Teor. educ.

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“…Working on the US case in the twentieth century, these authors analyse the failures of many reforms to conclude that 'on the whole ... it proved very difficult to alter the standard pattern of schooling' (Tyack & Tobin, 1994, p. 477). I myself have shown a similar phenomenon in the history of the French school system (Robert, 2006) and have spoken about the digestion of new educational ideas by the state educational institution, always doomed to be reborn, like a phoenix. While asserting that the expected actions of teachers are 'controlling student behaviour, instructing heterogeneous populations, or sorting people for future roles in school and later life ' (1994, p. 476), Tyack and Tobin adopt a rather descriptive posture; they simply try to define social classes which have interest in maintaining the school grammar under prevailing norms (district superintendents, state officials, university professors, and other policy elites).…”

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confidence: 90%

The French School System and the Universalist Metanarrative (1880–2000s): Some Reflections about So-Called Explanatory Historical Notions Such as ‘La Forme Scolaire’

Robert

2013

European Educational Research Journal

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This article aims to question the relevance of notions such as 'la forme scolaire' in the account of the French state action in keeping up with the development of mass schooling, over a long historical process (from the late nineteenth century to the present day). Through its origin, this model is linked to a Universalist philosophical option that gives the school the responsibility to build not only the French nation, but also almost all humankind (Alfred Fouillée), in a Republican school metanarrative frame. This metanarrative and its philosophical principle entered a crisis when Universalism appeared to involve strong social segregation, and when colonialism was in a certain sense identified with Universalist philosophy. After first defining 'la forme scolaire' (and other closely related notions) and outlining three main French school history periods, the article questions what the forme scolaire explanatory and critical power is, its true limits, and what alternative concepts and perspectives are at our disposal. In this way, the alternatives discussed are the postmodernist positions, and that of Michel Foucault. More complex than the authors he inspired, Foucault can open the way to a perspective of school form renewal, free of the illusions of metanarrative and Universalist philosophy, based on a well-tempered multiplicity and a deliberately pluralistic but coherent philosophy (Michel Fabre).

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“…What should be noted is that, even when they are abandoned, the reform projects leave traces, in the texts, in the mentalities, and that they can reappear, sometimes in a very weakened way, or largely transformed. So, the French educational system has been trying to renovate itself since the end of the Second World War, drawing inspiration from the conceptions of new education, even if these borrowings are mostly reflected in an impoverishment of initial ideas (Robert, 2006). Educational reform may be at this price, situated in a complex set of gradual adjustments based on the «step by step» principle.…”

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confidence: 99%

The French Classes Nouvelles (1945-1952): Why is it so Difficult to Change Traditional Pedagogy?

Robert

Seguy

2020

ETE

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At the first levels of French secondary education (pupils 11 to 15 years of age), the classes nouvelles between 1945 and 1952 involved an important experiment in secondary school pedagogy renewal. This attempt was part of a threefold movement towards the democratization of education that spanned the early twentieth century: the will to open second degree education to more pupils and, consequently, to transform traditional pedagogical practices and implement a school guidance system. After having set the origin of this experiment in the democratic Reform project carried out by the Front Populaire government before the Second World War, this article aims to describe the particular circumstances that preceded the decision to implant these classes nouvelles in 200 schools across France at the start of the 1945 school year; the paper focuses in particular on the pedagogical principles implemented and some significant local experiences. It explores the reactions of several players in this pedagogical renewal, and the reasons why this episode ended without immediate strong repercussions on the French educational system.

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Une culture ‘contre’ l’autre: les idées de l’éducation nouvelle solubles dans l’institution scolaire d’Etat? Autour de la démocratisation de l’accès au savoir

Abstract: Référence ROBERT, André D., " Une culture 'contre' l'autre : les idées de l'éducation nouvelle solubles dans l'institution scolaire d'Etat ? Autour de la démocratisation de l'accès au savoir ", revue internationale

Cited by 10 publications

References 0 publications

La nueva educación y el trabajo escolar: horizonte y polaridades de una visión educativa

La nueva educación y el trabajo escolar: horizonte y polaridades de una visión educativa

The French School System and the Universalist Metanarrative (1880–2000s): Some Reflections about So-Called Explanatory Historical Notions Such as ‘La Forme Scolaire’

The French Classes Nouvelles (1945-1952): Why is it so Difficult to Change Traditional Pedagogy?

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