Diana Elvira SOTO ARANGO, Universidad Pedagógica y Tecnológica de Colombia, Colombia

The paper introduces the research which analyzes the political and ideological affiliation of the leader teachers of the rural school, as a vulnerable sector of socio-educative exclusion, in the teaching performance and the social, political and cultural influence, in the local aspect and the change of ideologies in values such as: solidarity and tolerance in the 50s and 70s of the XXth century in Colombia. It determined the common characteristics that generated change strategies to change the minds structure and, also it is proposed since the university strategies of pedagogical intervention in teachers of the XXIst century. It is really relevant, the ethnic-knowledge in relation with the recovery of the local wisdom, as well as the recovery of the collective history, and the recovery of the local political culture and the active and experiential pedagogy. In relation to the teacher, the new meaning of the teacher´s roles in rural context and the new meaning of the educator´s performance. The methodology is based on the interdisciplinary and the qualitative research. The construction of the biographies is established by the personal experiences, the impact of the political violence in their past and current life. The strategies used are based on the primary resources of information by means of the oral history, concretely in the interviews, the family files (personal documents), with the iconography centered on the photos and educational legislation. In the results the application of the knowledge appears to generate new looks, from the historical common past, in the construction of civil values such as the solidarity and the tolerance in the rural zones.

Les faits et thèmes sur l’invasion et la conquête du Pérou (XVIe siècle) sont présentés par les textes scolaires de l’éducation secondaire de manière «européanisée». La version des chroniqueurs transparaît dans différents épisodes et termes utilisés par les auteurs; ces derniers ne vont pas au-delà de la simple narration, manquent de sens critique et déforment la réalité historique. De ces pages émerge une image de la conquête comme un succès qui a commencé et s’est terminé par la prise de Cajamarca en 1532. On parle peu des éléments techniques et militaires apportés par les Espagnols, qui étaient inconnus sur ces terres, ni de la crise politique que vivait le Tawantinsuyu quand ils arrivèrent, et la résistance indigène face à l’invasion est quasi omise. Notre communication est centrée sur deux faits qui ont suivi la prise de Cajamarca: 1) l’emprisonnement et la soi-disant rançon d’Atahualpa et 2) le procès et la mort de ce personnage, nommé aussi Inca, alors qu’il fut seulement un usurpateur du trône qui revenait légitimement à Huáscar, son frère. Concernant le premier point, dans les textes scolaires, le sens unilatéral du mot « rançon » prédomine sur son sens intégral, mettant l’emphase sur le compromis contracté par une des deux parties, Atahualpa, et omettant l’autre, Pizarro et ses troupes. Ainsi, on présente comme « rançon » le trésor (or et argent) offert par le prince Inca pour sortir de prison, et non pas la liberté qui était offerte au prisonnier une fois le trésor remis. En ce qui concerne le procès et la mort du personnage, les textes scolaires offrent une version basée sur certains historiens qui, à leur tour, la reprirent de façon acritique des chroniqueurs. De ces textes, on comprend que l’accusation formelle contre Atahualpa, d’avoir commis de nombreux et graves délits, est consistante et prouvée. Au final, il fut jugé et exécuté. De cette manière, ce qui s’est passé devant un tribunal étranger à la culture du prisonnier apparaît aux élèves comme un événement logique, digne et honorable. Nous soutenons que l’impunité historique des conquistadores ne peut plus continuer, responsables non seulement de la mort de l’Inca, mais aussi de l’hécatombe des peuples natifs. Cela ne suffit pas de décrire simplement les faits de l’invasion européenne, sans appréciation critique. Si nous voulons former une conscience historique, nous ne devons pas nous cantonner dans la prédominance narrative; il est nécessaire d’avancer dans le champ de l’interprétation, en prenant de la distance avec des postures réductionnistes, aliénantes et de glorification des vainqueurs. Il est nécessaire de donner de l’emphase à notre identité particulière, amérindienne, sur le chemin du développement humain.

The main purpose of this paper is to analyze the vision and mission of the university, in a period immediately following the end of the dictatorship of Juan Vicente Gomez, through the thoughts of Rector Manuel Antonio Pulido Mendez, a true proponent of change and innovation in the University of the Andes of Merida. Pulido Méndez promoted the University of the Andes as a center of higher education, creating and spreading knowledge with institutional validity at a national level, without neglecting efforts that contributed to the furtherance of quality teaching. During his period in office foreign teachers were hired at the University of the Andes. He also grasped the need to provide the institution with the materials, laboratories and adequate space in which teachers could develop productive and responsible work. He also perceived the university as a key axis of cultural diffusion, and envisioned its bonding to the city in which it had evolved. His visionary and highly academic approach contemplated the need to protect and stimulate the development of the university in moments in which the country, already under the influence of the oil economy, was experiencing significant growth, and the historic conditions of the world demanded a group of well-trained individuals, capable of carrying out its destiny. The information on which this study is based is derived from contemporary documentary sources, mostly unpublished, located in the Historical Archive of the University of the Andes and consists of voluminous correspondence files, reports and memoirs of the Ministry of Public Works, complemented with data from newspaper articles. All these sources reveal that Manuel Antonio Pulido projected a vision, and took as his mission, to make the University of the Andes a truly modern institution.

[Part 2: session 2.11.]

En juillet 1947, des spécialistes de l’enfance de 14 pays se réunissent en Suisse à Trogen sous la houlette de l’Unesco pour discuter du sort des enfants victimes de la guerre. S’inspirant de plusieurs expériences marginales menées durant le conflit, le modèle pédagogique choisi est celui de la «communauté d’enfants» qui prône à la fois la participation active des enfants ou adolescents, des méthodes d’éducation et d’instruction modernes et une vie de famille. Derrière cet idéal-type adopté à Trogen, il est en fait possible de discerner plusieurs modèles aux héritages plus anciens qui se croisent, se tissent ou parfois s’opposent. Ce sont bien les transferts, diffusions, circulations, flux, échanges entre différents espaces du modèle de la «communauté d’enfants» (sous diverses formes comme par exemple le self government de certaines écoles nouvelles, le Land-Erziehungsheim, la Boy’s town, le Little Commonwealth, la Junior republic, et les républiques d’enfants style faucons rouges, le Kinderdorf, les Colonias escolares de la guerre civile espagnole, la colonie sur le modèle Makarenko, la cité de l’enfance…) qui est à interroger, dans le prolongement des travaux menés lors du congrès de l’Actualité de la recherche en éducation et en formation (AREF), Université de Genève, en septembre 2010. Nous distinguerons en particulier un «idéal-type» et ses incarnations dans différentes expériences à l’intérieur d’un pays et entre pays européens. Il s’agira alors de s’interroger à partir des différentes expériences pédagogiques étudiées par les intervenant/e/s sur: 1. En quoi le modèle des communautés d’enfants adopté à Trogen permet d’interroger l’expérience pédagogique étudiée. Quelles sont les similitudes, les malentendus, les distorsions dans la reproduction. 2. Est-ce que le modèle auquel on se réfère (et que l’on copie) a été diffusé activement par leurs promoteurs et comment, ou bien est-ce les conditions politiques, sociales, démographiques, culturelles particulières (par exemple bon sens face à des situations de détresse) qui l’ont fait émerger ou réémerger, rendant possible l’incarnation d’un quasi modèle, sorte d’effet de disponibilité par nécessité. 3. Quel est l’écart entre l’idéal-type revendiqué (comme celui de l’éducation nouvelle par exemple) et les expériences de communautés d’enfants qui peuvent être diverses (laïques, internationalistes, catholiques, communistes, etc.) Nous n’avons donc pas cherché à rétablir un ordre chronologique qui risquerait de nous conduire à des rattachements artificiels ou à construire à nouveau un panthéon de communautés d’enfants avant la lettre en cherchant un label d’ancienneté, mais bien plutôt à faire ce travail à rebours en analysant comment et pourquoi ces références idéologiques, pédagogiques ou utopistes ont survécu dans la mémoire des acteurs après la seconde guerre et sont venus alimenter les fondateurs de la Fédération internationale des communautés d’enfants créée à l’issue de la rencontre de Trogen.

[Part 2: session 2.10.]

At all times, pedagogical journals have been a precious source of information for researchers in education. However the studies using journals as a special object of research (questioning their production and their reception in national and/or international spaces) are much fewer. This panel proposes to bring together contributions of researchers using journals as central objects of their studies, considering them more than a «ressource on sources» and questioning their role and status in a cultural and linguistic space. Through various recent studies on journals’ analysis, we note several approaches from which the list we propose here is not exhaustive: 1. Researches aiming at defining the editorial configuration of a country allowing the comparison with other countries. 2. Monographic studies of journals analysing the evolution of the context and production conditions of a journal, studying its editorial board, editorial concept, readership and the evolution of articles / thematics/journal structure, etc. 3. Comparative studies between several journals at a national or international level focusing on specific thematics. 4. Studies using journals as indicators to understand and analyse transnational phenomena such as the emergence of the educational sciences. At the crossroad of these different approaches, we propose to the contributors of this panel to present the methods they use to analyse the dissemination and circulation of pedagogical ideas and knowledge within national and international spaces. How do the journals contribute to this movement? How can we identify borrowed, spreaded or reinterpreted knowledge?

This paper aims to analyze, from an international perspective, the role performed by two Anglophone journals in the process of production and circulation of educational narratives during a period marked by economic, social and political crisis, particularly in Europe. The study will analyze different arguments used in relation to the methodology of study and the grounds and problems of national education systems in several articles published in international journals at the time: the Educational Yearbook (Teachers' College, New York, 1924-1944) and the Year Book of Education (London, 1932-1940). The results are further interpreted in light of the rationale of each journal and of the thought of several renowned contemporaneous authors in the field of comparative education (Isaac Leon Kandel, 1933; Nicholas Hans, 1929; among others). We will focus on journal-based narratives in order to shed light, in the one hand, on the theoretical and the editorial processus in the shaping of the comparative education field (see Nóvoa, 1995; Paulston, 1999; Schriewer, 2003; Correia, 2011) and, in the other hand, on the political, symbolic and strategic significance of education in the (re)construction and/or (re)consolidation process of nationally-based imagined communities.

Initially created as a non-governmental organisation, the International Bureau of Education (IBE) was founded in Geneva in 1925. In 1929, it becomes an intergovernmental organisation which attracts the membership of a growing number of countries and governments and shifts its activities of information gathering and research towards providing greater support to ministries of education and the administration and management of each member country’s national education system. This change marked a fundamental transformation in the life and action of the IBE: if previously information was gathered regarding isolated initiatives, from that time on, the organisation’s goals were now directed at the inter-national perspective. Since its founding, the IBE published highly relevant information. Apart from comparative thematic surveys, conducted within the scope of the institution, its publications include, since 1933, a yearbook which provides an overview, year after year, of the evolution of the educational systems of several countries. This paper analyses the Annuaire International de l’Éducation published between 1933 and 1939 (its first series), conceived as an annual journal of facts on school life. The documental corpus is based on the Annuaire editor’s Introduction and thoughtful account and overview of the academic movement in the countries analysed (educational trends section). In 1936, Pedro Rosselló stated, in the introductory text, that the publication aimed to be “a page in the history of contemporary education and a source of documentation for school authorities, educators and all those interested in the problems of comparative education” (Annuaire, Introduction, 1936). It is our belief that this journal played a relevant role in the process of production and internationalization of theories and ideas, by disseminating models and practices about education made in different countries. It is our goal to understand the Annuaire as an arena where confluences and disputes take place and where different interests are involved in the production of discourses. The analysis attempts to show the ways in which it contributed to the construction of an international educational discourse, i.e., by giving space to what was happening in each country, it helped to build an international space of references shared by all of them. The research proposes looking at the Annuaire in the confluence of two levels of a concomitant reality: one national and another international, which have so far been studied in isolation or in a relation of subordination. In this perspective, the Annuaire is seen as a double-faced mirror: it is situated at an intermediate level reflecting both dimensions.