This field study examines the changes in primary schooling in New South Wales from 1904 to 1922 in an attempt to provide an historical perspective on contemporary schooling. Two distinct phases are identified. The first of these is a settlement (1904-1916) dominated by the eclectic concerns of the New Education movement. It is argued that this settlement was a fragile arrangement held together by the rhetoric of prominent educationists but that it did not operate effectively at the classroom level. The contradictions inherent in it, and the bureaucratic resistance to which it was subjected, as well as the practical difficulties faced by teachers, meant that the settlement disintegrated into crisis when teachers' frustrations were further aggravated by the effects of the Public Instruction (Amendment) Act of 1916 and popular perceptions of declining standards. The hardships caused by the First World War heightened the difficulties under which teachers were expected to work, adding to the turmoil. The crisis which began in 1916 and continued until Peter Board resigned, was characterized by a preoccupation with retardation and a growing interest in intelligence and achievement testing. The third and final chapter examines the wider social, economic and political concerns of the period and explores the connection between events in society and those in the schools.

This thesis examines history teaching in New Zealand primary schools between 1900 and 1940, situating the discussion within an intertwined framework of the early twentieth-century New Education movement, and the history of Pakeha settler-colonialism. In particular, it draws attention to the ways in which the pedagogical aims of the New Education intersected with the settler goal of ‘indigenisation’: a process whereby native-born settlers in colonised lands seek to become ‘indigenous’, either by denying the presence of the genuine indigenes, or by appropriating aspects of their culture. Each chapter explores a particular set of pedagogical ideas associated with the New Education and relates it back to the broader context and ideology of settler-colonialism. It examines in turn the overarching goals of the New Education of ‘educating citizens’, within which twentieth-century educationalists sought to mobilise biography and local history to cultivate a ‘love of country’ in primary school pupils, exploring the centrality of the ‘local’ to the experience-based pedagogy of the New Education. Next, it argues that the tendency of textbook histories to depict governments – past and present – in an overwhelmingly positive light, served important ongoing colonising functions. Next it examines the influence of the Victorian ideal of ‘character’ in textbooks, particularly during the first two decades of the twentieth century, through a pedagogy centred upon the assumption that the lives of past individuals or groups could be instructive for present generations. / By the 1920s and 1930s, the normative models of behaviour represented by character had come under challenge by the more flexible notion of ‘personality’ and its associated educational aims of expression, creativity and self-realisation, aims that emerged most clearly in relation to the use of activity-based methods to teach history. The juxtaposition of textbooks and activity-based classroom methodologies in the primary school classrooms of the 1920s and 1930s brought to light some of the broader tensions which existed within the settler-colonial ideology of Pakeha New Zealanders. The longer-term impact was a generation for whom the nineteenth-century British intrusion into Maori lands and cultures from which Pakeha New Zealanders massively profited was normalised.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-12-01T17:22:17Z No. of bitstreams: 1 CRISTIENE DE PAULA ALENCAR.pdf: 13395032 bytes, checksum: 6224583cfffece981d40cf3138a0e9c8 (MD5) / Made available in DSpace on 2016-12-01T17:22:17Z (GMT). No. of bitstreams: 1 CRISTIENE DE PAULA ALENCAR.pdf: 13395032 bytes, checksum: 6224583cfffece981d40cf3138a0e9c8 (MD5) Previous issue date: 2016-08-31 / The paper review part of Education Research, Society and Culture, proposed by a qualitative research bibliographic database to perform a critical-reflective reading of the Manifest of New Educativo Pioneers in 1932 Brazil, according to Teixeira, one of his 26 Signatories and philosopher Michel Foucault analyze as HAPPENING, SPEECH (training and annunciation) and TRUTH as expressed by their real devices. This is an important and recurring theme in terms of research in the field of Brazilian education in order to launch new comprehensive and interpretive lights because, considered a structural and political in the history of Brazilian Education. The aim in this thesis, verticalization of the analyzes with the guiding question the role of real devices, we selected, "Pioneers" and "New Education", his senses in order to make it legitimate, as set out by the famous Bahian educator Teixeira. The theoretical corpus was made up of the contributions of Foucault (1986, 1996, 1997, 2002, 2003), Ghiraldelli Jr (2003), Ianni (1978, 1992, 2003), Saviani (2012, 2013a, 2013b), Monarcha (1989), Cury (1988, 2001, 2007), among others. The empirical corpus consisted of an investigative theme bibliographical balance on theses and dissertations in education 2005-2015 (Source: BDTD) and intellectual production Teixeira 1920-1934 (Source: Virtual Library Teixeira-UFBA), 03 Literary- 1928,1934a and 1934b; 04 Periodicals-1924,1930,1932a and 1932b; 02 Speeches- 1924 and 1931, 02 Reports-e1928 1925; 02 Texts Unpublished- 1925 and 1927, 01 Brochure- 1925; 01 Translation- 1930. All theoretical and bibliographic contribution was assesed by content analysis methodology (FRANCO, 2008). The main findings pointed to the Manifest as detailed event by a particular historical-politicaleducational environment. The hypothesis of this research to compose this formulator speech, two truths devices "Pioneers" and "New Education" present in the Manifesto of the speech was proven. As devices, structured way seized in bibliographical works of 1920-1934 Teixeira. The device "New Education" enlightened by modern liberal ideas is more recurrent in making the Truth Discourse a legitimate political enunciation. / Este trabalho inserido na Linha de Pesquisa Educação, Sociedade e Cultura, propõe, por meio de uma pesquisa qualitativa de base bibliográfica, realizar uma leitura crítica-reflexiva do Manifesto dos Pioneiros da Educação Nova no Brasil de 1932, à luz do pensamento de Anísio Teixeira, um de seus 26 Signatários, e do filósofo Michel Foucault, a partir do recorte ACONTECIMENTO, DISCURSO (formação e anunciação) e VERDADE, expresso pelos seus dispositivos de verdade. O Manifesto tem se constituído historicamente como temática relevante e recorrente em termos de investigações no campo da educação brasileira, com o propósito de lançar sobre ela novas luzes compreensivas e interpretativas consideradas um marco estrutural e político na história da Educação Brasileira. Pretende-se, nesta tese, verticalizar as análises, tendo como questão norteadora o papel dos dispositivos de verdade, por nós selecionados, “Pioneiros” e “Educação Nova”, procurando desvelar seus sentidos a partir de sua enunciação pelo célebre educador baiano, Anísio Teixeira. O corpus teórico foi constituído pelas contribuições de Foucault (1986, 1996,1997, 2002, 2003), Ghiraldelli Jr (2003), Ianni (1978, 1992, 2003), Saviani (2012, 2013a,2013b), Monarcha (1989), Cury (1988, 2001, 2007), dentre outros. O corpus empírico foi constituído por um balanço bibliográfico temático investigativo acerca das teses e dissertações em educação 2005-2015 (Fonte: BDTD) e a produção intelectual de Anísio Teixeira 1920-1934 (Fonte: Biblioteca Virtual Anísio Teixeira-UFBA, 03 Obras Literárias-1928,1934a e 1934b; 04 Periódicos-1924,1930, 1932a e 1932b; 02 Discursos - 1924 e 1931; 02 Relatórios- 1925 e1928; 02 Textos Inéditos- 1925 e 1927; 01 Folheto- 1925; 01 Tradução- 1930. Todo o aporte teórico-bibliográfico foi avaliado à luz da metodologia de análise de conteúdo (FRANCO, 2008). As principais conclusões apontaram o Manifesto como acontecimento circunstanciado por uma determinada conjuntura histórico-políticopedagógica. A hipótese desta pesquisa de compor este discurso formulado a partir de dois dispositivos de verdade, “Pioneiros” e “Educação Nova”, presentes no interior do discurso do Manifesto, foi comprovada. Como dispositivos, estruturam os sentidos apreendidos nas obras bibliográficas 1920-1934 de Anísio Teixeira. O dispositivo “Educação Nova”, iluminado pelas ideias liberais modernas, é mais recorrente no sentido de tornar a Verdade do Discurso uma enunciação política legítima.

This is a two years master’s thesis in Archive, Library and Museum studies, which purpose is to find out what ideas there are about school libraries and to get an idea of how informants interpret the new Education Act, which requires all students to have access to school libraries. Another intention of this paper is to highlight the potential rural-related attitudes of the responents. The study includes the sparsely populated municipality of Krokom and is based on interviews with librarians, the school director, principals and politicians who work there. The theoretical basis for this paper is Loertscher’s model för school libraries and a centerperiphery perspective. Study results show that there are different conceptions of what a school library is and that there are some tendences related to the informant’s professions. All in all the school library is the hub of the school, a knowledge base or a room with a wide range of books, many different kinds of texts and access to online resources. The school librarian is important for the school library, as well as collaboration and integration with other school activities. Access to the school library is about longer opening hours, opportunity to visit a physical room with literature and access to use qualified librarians. The new Education Act is interpreted as indistinct and needs to be clarified. It is considered to be directed to schools in larger cities. There is an awareness of the specific rural conditions prevailing and the informants take their arguments into account and some of them give suggestions on rural alternatives such as a mobile library, a digital library or school libraries in each school district instead of at each school.

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-08T12:45:53Z No. of bitstreams: 1 TeseMVM.pdf: 4891871 bytes, checksum: c8f2d196ce74ec71fe339a1714b5b095 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T16:38:48Z (GMT) No. of bitstreams: 1 TeseMVM.pdf: 4891871 bytes, checksum: c8f2d196ce74ec71fe339a1714b5b095 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T16:38:56Z (GMT) No. of bitstreams: 1 TeseMVM.pdf: 4891871 bytes, checksum: c8f2d196ce74ec71fe339a1714b5b095 (MD5) / Made available in DSpace on 2016-09-12T16:39:30Z (GMT). No. of bitstreams: 1 TeseMVM.pdf: 4891871 bytes, checksum: c8f2d196ce74ec71fe339a1714b5b095 (MD5) Previous issue date: 2015-08-25 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Heloísa Marinho, Celina Airlie Nina, Nazira Féres Abi-Sáber and Odilon de Andrade Filho have a range of bibliographic production, and research articles regarding the understanding of the child under 06 years in Brazil. Anchored directly to government agencies of their period, the authors sought to present their works in pedagogical ideas for the Early Childhood Education. Faced with this observation, we aimed to understand: The conceptions that concern the School movement would have been appropriate in Brazilian Early childhood education? How the ideals of John Dewey were implemented for the education of children under 06 years? So the main research hypothesis is the incorporation of educational ideas of John Dewey occurred in the core of the hygienist/assistentialist movement, which could have led to distortions and theoretical and methodological mistakes in the use of the Dewey school theory. Thus, our objective is: apprehend and analyze how the educational conceptions of John Dewey were appropriate to "think" the Brazilian Early Childhood Education from to 1934 to1971. As methodological procedures we base our analysis on the theoretical and methodological support of Depaepe (2000; 2005) and Certeau (2008) with regard to the consideration of the research object in its historical context, but also consider the assumptions highlighted by Depaepe (2000; 2005 ) on the "black box" of the classroom, "grammar of schooling" and educacionalization process. Therefore we conducted a literature review about the output for the children under 06 years, considering the period defined for this research. This survey, however, was made in the following journals: Revista Educação, Revista Sociedade e Educação and Revista Brasileira de Estudos Pedagógicos. Regarding proposals to lower education than 06 years in Brazil, it was possible to understand the political and pedagogical demands for this field. In this sense, we sought from the selected material understand the circularity of the ideas that were present in the context of life and production of the four authors selected as the object of our study. Heloisa Marinho, Celina Airlie Nina, Nazira Féres Abi-Saber and Odilon de Andrade Filho highlighted by the direct relationship with government agencies set up at the time to provide the shelter, protection and educational projects for young children in Brazil, among which out: the National Department of Children; National Institute of Pedagogical Studies (INEP); Brazilian-American Assistance Program Elementary Education (PABAEE) and the Center for Studies and Research Helena Antipoff the Pestalozzi Society of Brazil. These authors can be considered active and immersed in national and international debates in the field of Early Childhood Education, with: materials, discussions, guidelines, analysis and activity descriptions for the children. From the analysis of all this material it was found that the set of conceptions present in the New Education ideas were appropriated by these authors, but were used as species of "slogans" that represented the ideas of Dewey, Decroly, Montessori, Froebel, Pestalozzi and Claparede; these appeared as a discourse of "reform" and consequently thus "improving" for the Early Childhood Education. / Heloísa Marinho, Celina Airlie Nina, Nazira Féres Abi-Sáber e Odilon de Andrade Filho apresentam uma gama de produções bibliográficas, artigos e pesquisas no que se refere à compreensão da criança menor de 06 anos no Brasil. Ancorados diretamente às agências governamentais de seu período, os autores procuraram apresentar em suas obras ideias pedagógicas para a educação das crianças pequenas. Perante a essa observação, buscamos compreender: As concepções que tangem o movimento escolanovista teriam sido apropriadas na Educação infantil brasileira? De que forma os ideais de John Dewey foram transpostos para a educação dos menores de 06 anos? Assim, a hipótese principal pesquisa é a de que a incorporação das ideias educacionais de John Dewey ocorreu no bojo do movimento higienista/assistencialista e, no campo específico da educação de crianças menores de 06 anos essas ideias misturaram-se com as diretrizes voltadas para o cuidado (saúde) infantil, o que pode ter gerado distorções e equívocos teórico-metodológicos na utilização da teoria Deweyana. Dessa forma, nosso objetivo geral é: apreender e analisar como as concepções educacionais de John Dewey foram apropriadas para se “pensar” a Educação Infantil Brasileira entre 1934 e 1971. Como procedimentos metodológicos pautamos nossa análise no aporte teórico-metodológico de Depaepe (2000; 2005) e Certeau (2008) no que se refere à consideração do objeto de pesquisa em seu contexto histórico, como também consideramos as premissas apontadas por Depaepe (2000; 2005), sobre a: “caixa preta” da sala de aula, “gramar of schooling” e o processo de educacionalização. Para tanto realizamos um levantamento bibliográfico a respeito das produções destinadas aos menores de 06 anos, considerando o período delimitado para essa pesquisa. Esse levantamento, no entanto, foi feito nos seguintes periódicos: Revista Educação, Revista Sociedade e Educação e Revista Brasileira de Estudos Pedagógicos. Com relação às propostas para a educação do menor de 06 anos no Brasil, com isso, foi possível compreender as demandas políticas e pedagógicas para esse campo. Nesse sentido, buscou-se a partir do material selecionado compreender a circularidade das ideias que se fizeram presentes no contexto de vida e produção dos quatro autores selecionados como objeto de nosso estudo. Heloísa Marinho, Celina Airlie Nina, Nazira Féres Abi-Sáber e Odilon de Andrade Filho destacaram-se pela relação direta com as agências governamentais criadas na época para prover o amparo, proteção e propostas educativas para as crianças pequenas no Brasil, dentre as quais se destacam: o Departamento Nacional da Criança (DNCr); Instituto Nacional de Estudos Pedagógicos (INEP); Programa de Assistência Brasileiro-Americana ao Ensino Elementar (PABAEE) e com o Centro de Estudos e Pesquisas Helena Antipoff da Sociedade Pestalozzi do Brasil. Assim, esses autores podem ser considerados ativos e imersos nos debates nacionais e internacionais no campo da Educação Infantil, com: materiais, discussões, diretrizes, análises e descrições de atividades para os pequeninos. A partir da análise de todo esse material foi possível constatar que o conjunto de concepções presentes no ideário da Educação Nova foi apropriado por esses autores, porém foram utilizados como espécies de “slogans/bandeiras” que representados pelas ideias de Dewey, Decroly, Montessori, Froebel, Pestalozzi e Claparède; apareceram como um discurso de “reformar” e, consequentemente “melhorar” a educação dos pequenos.

Submitted by ADAIR UMBERTO SIMONATO JUNIOR null (ajsimonato@yahoo.com.br) on 2017-10-18T16:36:24Z No. of bitstreams: 1 Dissertação - final.pdf: 984695 bytes, checksum: 33d908c1e76cac177a0f2c46d52aa1a9 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-10-23T19:06:43Z (GMT) No. of bitstreams: 1 simonatojunior_au_me_mar.pdf: 984695 bytes, checksum: 33d908c1e76cac177a0f2c46d52aa1a9 (MD5) / Made available in DSpace on 2017-10-23T19:06:43Z (GMT). No. of bitstreams: 1 simonatojunior_au_me_mar.pdf: 984695 bytes, checksum: 33d908c1e76cac177a0f2c46d52aa1a9 (MD5) Previous issue date: 2017-09-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho realiza uma releitura do Manifesto dos Pioneiros da Educação Nova (1932) objetivando capturar as influências em seu texto da Revolução burguesa no Brasil, isto é, a formação de novas subjetividades reclamadas pela maturação do modo de produção capitalista, bem como o seu caráter não clássico. Para isso o trabalho se constitui de uma abordagem ontológica da esfera da educação objetivando desnudar as suas peculiaridades no tocante as suas funções para a reprodução social. Analisa-se o Manifesto de 1932 tendo em vista o contexto em que o mesmo foi gestado e o papel assumido pelos signatários do documento, os quais se atribuíam à missão, por meio da divulgação desse documento, de reformar a sociedade através da modificação das diretrizes educacionais assentadas em bases científicas. Vislumbrando no Estado o agente central da transformação da sociedade pela educação os Pioneiros da Educação Nova propuseram uma nova teleologia social, a qual comportava os necessários encaminhamentos ideais dos quais o Brasil carecia para tornar-se um país moderno. Em contrapartida, essa reforma social fetichizada pela educação seria realizada de modo a inovar práticas educacionais mediante a reprodução de velhas estruturas sociais, cujo objetivo era modernizar ao mesmo tempo em que harmonizaria o tecido social por meio da educação. / The present work carries out a re-reading of the Manifesto of the New Education Pioneers (1932) in order to capture the influences in its text of the bourgeois Revolution in Brazil, that is, the formation of new subjectivities called by the maturation of the capitalist mode of production, as well as its non-classic character. For that purpose, the work consists of an ontological approach of the educational sphere aiming at showing its peculiarities in relation to its functions for the social reproduction. The Manifesto of 32 was analyzed considering the context in which it was created and the role assigned by the signatories of the document, who assigned to themselves, through the disclosure of this document, the mission of reforming society through the modification of educational guidelines based on scientific bases. Glimpsing in the State the central agent of the transformation of society by education, the New Education Pioneers proposed a new social theleology, which entailed the necessary referrals that Brazil needed to become a modern country. On the other hand, this social reform idealized by the education would be carried out in order to innovate educational practices through the reproduction of old social structures, whose aim was to modernize at the same time as harmonizing the social fabric through education.

Les enfants ne sont pas des personnes de demain, mais des personnes d’aujourd’hui (Janusz Korczak). Ce travail de thèse analyse la question de l'enfance dans la pensée et l'œuvre de Korczak. Le thème récurrent de ses travaux, tant dans sa qualité de médecin, poète ou écrivain, reste l'enfance. La recherche projetée prend en compte l'ensemble de ces dimensions, et porte sur la diversité et la constance de la thématique de l'enfance dans la vie et les œuvres du médecin pédagogue. Janusz Korczak est principalement connu comme étant l'homme qui a accompagné les enfants jusqu'à la mort vers le camp de concentration de Treblinka. Mais pourquoi cet acte ultime ? Une biographie de l’auteur a été nécessaire afin de prendre le pédagogue dans son intégralité et de dégager précisément l’essence de sa pensée. Il s’agit de comprendre l’homme Korczak au travers de scènes fondatrices déterminantes pour sa vie et ses choix comme des points de non-retour, l’incitant à réfléchir sur la condition des enfants. Au cours de sa vie Korczak écrit des romans pour enfants, des œuvres autobiographiques mais également des ouvrages plus pédagogiques. Leur questionnement engage dans un second temps l'analyse des représentations de Korczak concernant l'enfance, et permet de comprendre dans toutes leurs dimensions les valeurs qu'il défend, tel que le droit au respect. Enfin, l’objectif est également de situer, sur cette question de l'enfance, les conceptions de Korzack par rapport au mouvement de l'éducation nouvelle, et d'en dégager les spécificités. Il s’agit, tout au long de ce travail, de voir comment la question tout à la fois pédagogique, philosophique, biographique de l’enfance a influencé les choix et les engagements théoriques, éducatifs, personnels de Korczak. / This thesis offers observation and analysis on the topic of education in Korczak’s work. Childhood is the recurring theme in the works of this renowned doctor, poet and writer. This analysis takes into account the theme of childhood throughout the diversity of the works of this doctor educator. Janusz Korczak is mainly known as the man who refused to abandon his Jewish orphans when they were taken to the death camps of Treblinka. Why this ultimate act ? A look into his life has been necessary in order to study the educator in his whole and to extract the essence of his thought. Understanding the man throughout key moments of his life and some of his irrevocable choices which lead him to think about the children’s condition. His works include children’s books, biographical books but also some more educational. Studying them leads us to understand fully the ideas Korzack had about childhood and the values he defended such as the right for respect. Finally, the aim is to analyse Korzack’s ideas in relation to the new education and to identify its characteristics. Throughout this thesis, the objective is to understand how the theme of childhood in its pedagogic, philosophic and biographic aspects has influenced the theoric and educational choices and commitment of Korczak.

<p>Основна сврха овог рада је да препозна најзначајније теоријске поставке и<br />практичне педагошке моделе које је реформна педагогија понудила на пољу<br />интелектуалног и емоционалног васпитања, као и да укаже на оне које могу бити актуелне<br />и корисне за савремену педагогију.<br />Први део рада има за циљ да објасни историјски и теоријски оквир реформне<br />педагогије. Он истражује друштвено-историјски контекст у коме се реформна педагогија<br />развијала, укључујући утицаје великих филозофских система и учења и значајних научних<br />сазнања у области психологије и друштвених наука. Он анализира основне теоријске<br />поставке реформне педагогије, посебно истичући схватања концепта слободе и природе<br />детета као оквира у коме су дефинисани циљеви васпитања и из кога су развијени<br />педагошки приступи.<br />Други део рада односи се на то како реформна педагогија гледа на интелектуално и<br />емоционално васпитање и како види могућности и начине њихове реализације у школама.<br />Овде се истиче улога интеракције, комуникације и мотивације као одлика наставе која<br />подржава интелектуално напредовање и здраве емоционалне односе. Посебно су<br />анализиране три алтернативне школе које су настале из реформне педагогије, а које<br />представљају целовите и стабилне системе у којима је веза интелектуалног и<br />емоционалног васпитања обострана и чини основу целокупног система. То су Далтон<br />школе, Монтесори школе и Валдорф школе.<br />У трећем делу рада проучаване су савремене алтернативне школе, и то као наставак<br />тежњи реформне педагогије. Указано је на њихов допринос плурализацији образовања и<br />развијању модела интелектуалног и емоционалног васпитања у савременој педагогији који<br />доприносе и развоју традиционалних школа.<br />Показало се да је реформна педагогија повољну емоционалну климу видела као<br />подршку интелектуалном развоју, као и да је у интелектуалним способностима деце<br />препознала подстицаје за емоционално израстање. У раду се указује на теоријска,<br />организациона и дидактичка решења која се могу сматрати актуелним у савременој<br />педагогији, а која обухватају стварање позитивне емоционалне климе, повољне средине за<br />учење, могућности слободног избора, планирање времена, нове форме евалуације, значај<br />интересовања, мотивацију, развој метакогнитивних способности и друге</p> / <p>Osnovna svrha ovog rada je da prepozna najznačajnije teorijske postavke i<br />praktične pedagoške modele koje je reformna pedagogija ponudila na polju<br />intelektualnog i emocionalnog vaspitanja, kao i da ukaže na one koje mogu biti aktuelne<br />i korisne za savremenu pedagogiju.<br />Prvi deo rada ima za cilj da objasni istorijski i teorijski okvir reformne<br />pedagogije. On istražuje društveno-istorijski kontekst u kome se reformna pedagogija<br />razvijala, uključujući uticaje velikih filozofskih sistema i učenja i značajnih naučnih<br />saznanja u oblasti psihologije i društvenih nauka. On analizira osnovne teorijske<br />postavke reformne pedagogije, posebno ističući shvatanja koncepta slobode i prirode<br />deteta kao okvira u kome su definisani ciljevi vaspitanja i iz koga su razvijeni<br />pedagoški pristupi.<br />Drugi deo rada odnosi se na to kako reformna pedagogija gleda na intelektualno i<br />emocionalno vaspitanje i kako vidi mogućnosti i načine njihove realizacije u školama.<br />Ovde se ističe uloga interakcije, komunikacije i motivacije kao odlika nastave koja<br />podržava intelektualno napredovanje i zdrave emocionalne odnose. Posebno su<br />analizirane tri alternativne škole koje su nastale iz reformne pedagogije, a koje<br />predstavljaju celovite i stabilne sisteme u kojima je veza intelektualnog i<br />emocionalnog vaspitanja obostrana i čini osnovu celokupnog sistema. To su Dalton<br />škole, Montesori škole i Valdorf škole.<br />U trećem delu rada proučavane su savremene alternativne škole, i to kao nastavak<br />težnji reformne pedagogije. Ukazano je na njihov doprinos pluralizaciji obrazovanja i<br />razvijanju modela intelektualnog i emocionalnog vaspitanja u savremenoj pedagogiji koji<br />doprinose i razvoju tradicionalnih škola.<br />Pokazalo se da je reformna pedagogija povoljnu emocionalnu klimu videla kao<br />podršku intelektualnom razvoju, kao i da je u intelektualnim sposobnostima dece<br />prepoznala podsticaje za emocionalno izrastanje. U radu se ukazuje na teorijska,<br />organizaciona i didaktička rešenja koja se mogu smatrati aktuelnim u savremenoj<br />pedagogiji, a koja obuhvataju stvaranje pozitivne emocionalne klime, povoljne sredine za<br />učenje, mogućnosti slobodnog izbora, planiranje vremena, nove forme evaluacije, značaj<br />interesovanja, motivaciju, razvoj metakognitivnih sposobnosti i druge</p>

Les Centres d’entraînement aux méthodes d’éducation active (CEMEA), nés en 1937 en réponse au cruel manque de cadres de colonies de vacances, connaissent très rapidement une expansion considérable.Animés d’un grand enthousiasme et d’une foi inébranlable en l’éducation nouvelle, les nombreux militants de cette grande association développent au cours du XXe siècle une activité riche et diversifiéedans tous les domaines touchant l’éducation, étendant leur influence bien au-delà des frontières de laFrance. Des associations CEMEA naissent d’abord en Europe, puis dans les DOM-TOM et en Afrique,formant des relais efficaces de promotion des nouvelles méthodes pédagogiques. La pédagogie active dustage de moniteurs de colonies de vacances, dont les grandes lignes sont fixées en 1937, reste à la base detoute action éducative. Si les formations d’animateurs de centres de vacances représentent encoreaujourd’hui un vaste secteur d’activité, au moins en France, le travail social et les actions en faveur desjeunes en difficulté prennent une importance croissante, aussi bien en Europe qu’en Afrique ou dans lesDOM-TOM. S’intégrant dans de vastes plans de développement, les CEMEA élaborent des programmespluriannuels de formation dans de nombreux pays. Les multiples activités internationales reflètent lesentreprises éducatives conduites en France. Mais la complexité des différents cadres institutionnels,politiques, économiques, culturels dans lesquels elles s’inscrivent oblige les CEMEA à préciserrégulièrement les principes qui sous-tendent leur action. / The Centres d’entraînement aux méthodes d’éducation active (CEMEA) were created in 1937 as ananswer to the severe lack of managerial staff for children's holiday camps, and quickly enjoyed aconsiderable expansion. Driven by enthusiasm and a steadfast faith in the new educational methods, themany activists of this important association develop a rich and diversified activity throughout the XXthcentury in all fields regarding education, and largely expand their influence beyond the French borders.CEMEA associations are initially created in Europe, then in the French Overseas departments andterritories and in Africa, and thus constitute efficient intermediaries for the promotion of new pedagogicalmethods. The active educational method of holiday camp supervisors, whose guidelines are laid down in1937, remains the basis of all educational action. Although the training courses for leaders of holidaycentres still represent a large sector of activities until now, social work and actions towards young peoplein difficulty are increasing, in Europe as well as in Africa or in the Overseas departments and territories.The CEMEA, who integrate themselves in wide-ranging development plans, elaborate long-term trainingprogrammes in many countries. The many international activities reflect the educational undertakingsconducted in France. But the complexity of the various institutional, political, economical, and culturalframeworks they are part of compel the CEMEA to give regular precisions on the underlying principlesof their action.

Penser, représenter et étudier la nature a constitué un axe majeur du projet éducatif de l’école de la Troisième République. Pour comprendre les enjeux autour des façons de penser et d’éduquer à la nature, il est nécessaire de garder à l’esprit que la géographie, les sciences, l’histoire, l’agronomie et la littérature ont déversé une foule de savoirs et soulevé autant de questions, aux réponses parfois indisciplinées. L’essentiel pourtant n’est pas dans la recherche des contradictions que le discours a immanquablement générées. Non, il est à trouver dans le cap que les fondateurs ont tracé : éduquer et instruire. A notre sens, l’un des leviers pour atteindre ce double objectif a consisté à rendre l’enseignement le plus attractif possible. On s’en doute, les pédagogues n’ont pas été à court d’idées mais l’étude de la nature a plus que d’autres, servi à enchanter l’école républicaine. Pas toujours, pas partout évidemment : le succès et l’essor de l’Education nouvelle ne peuvent se comprendre si l’on oublie que beaucoup d’écoles dirigées par des maîtres consciencieux rechignèrent à rompre avec les méthodes et les contenus pédagogiques classiques. Cet arrachement à la tradition, l’Education nouvelle l’incarne parfaitement. Porté par le souffle de la rénovation pédagogique, ce mouvement progressiste a emboîté le pas des réformateurs de l’école traditionnelle pour faire de la nature le pivot de son enseignement… Au milieu des finalités de l’éducation à la nature à l’école, la dimension enchanteresse de la nature fut absolument centrale. Toute la littérature scolaire a participé à cette entreprise de fabrication d’une nature capable de dire la grandeur de la nation, apte à concurrencer les interprétations théologiques du monde et susceptible de faire oublier les malheurs du temps. Acharnée à former des petits républicains volontaires, l’école a également promu, avec la nature, des méthodes actives. Jardins, promenades, voyages, leçons sur le vif, géographie de terrain dessinent une école moderne, davantage en phase avec les besoins des enfants. C’est autour de ce double mouvement de construction de représentations : l’enchantement de l’école d’un côté, et une nature enchantée de l’autre, que nous avons articulé l’essentiel de notre réflexion. En gardant à l’esprit qu’il y a eu là un processus de fabrique d’une nature dont l’image – et non sa matérialité - se reflète encore dans la mémoire collective. / Thinking, representing and studying nature has been a major component of the educational project of Third Republic Schools. To understand the issues surrounding ways of thinking and educating people about nature, it is necessary to keep in mind that geography, science, history, agronomy and literature have brought out a wealth of knowledge and raised as many questions, sometimes with unruly answers. However, the essential thing is not in the search for the contradictions that the discourse has inevitably generated. No, it is to be found in the course that the founders have set: to educate and instruct. In our opinion, one of the levers to achieve this dual objective has been to make education as attractive as possible. As we can imagine, pedagogues were not short of ideas, but the study of nature has more than others served to enchant the republican school. Not always, not everywhere, of course: the success and development of new education cannot be understood if we forget that many schools run by conscientious teachers were reluctant to break with traditional teaching methods and content. This tearing away from tradition is perfectly embodied in the new Education. Carried by the wind of pedagogical renovation, this progressive movement followed in the footsteps of the reformers of the traditional school to make nature the pivot of its teaching... In the midst of the aims of nature education at school, the enchanting dimension of nature was absolutely central. All school literature has participated in this process of manufacturing a nature capable of expressing the greatness of the nation, capable of competing with the theological interpretations of the world and capable of making people forget the misfortunes of time. Hard at work training young volunteer Republicans, the school has also promoted, with nature, active methods. Gardens, walks, trips, lessons, geography of the field draw a modern school, more in tune with the needs of children. It is around this double movement of building representations: the enchantment of the school on the one hand, and an enchanted nature on the other, that we have organized the essential of our reflection. Bearing in mind that there has been a manufacturing process of a nature whose image - and not its materiality - is still reflected in the collective memory.