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A emergência de um novo modo de pensar a materialidade – que reclama para si aspetos subjetivos e imateriais – permite problematizar o quotidiano escolar a partir de perspetivas diferentes daquelas que tradicionalmente têm sido adotadas pelos historiadores. Isto é, permite desafiar os binómios no interior dos quais estes constroem os seus objetos, os analisam, problematizam e compreendem. A presente comunicação explora esta possibilidade a partir da análise de um artigo publicado em 1937 por um grupo de alunos no seu jornal escolar. O objetivo é perceber o modo como nele se articulam diversos aspetos da materialidade e como o historiador os pode considerar no estudo das narrativas dos estudantes em geral e das excursões escolares em particular. A ideia é abraçar a hibridez da publicação numa análise capaz de tomar a narrativa como um todo plural. No interior deste exercício torna-se possível pensar o ofício do historiador na medida em que este é convidado não apenas focar-se naquilo que lhe é dado a ver e a perceber, mas também admitir a possibilidade de que o que o impacta enquanto leitor faz igualmente parte da compreensão do seu material empírico.

Which ideas on pedagogical modernity were adopted and/or adapted from the international educational debates by the public debate in Portugal? How did they change or remain in relation to political and societal changes? My aim is to provide possible answers to these questions by bringing together internationally circulating discourses on education, such as the ones voiced by Adolphe Ferrière (1879-1960), Édouard Claparède (1873-1940) and John Dewey (1859-1952), and texts produced by intellectuals, pedagogues and legislators in Portugal between 1880 and 1960.

From the intellectual’s debate on the ‘decadent’ state of public instruction and the need of change in the late 1800s, the growing discussions on the purposes of pedagogical modernity and the need of its’ implementation in the first three decades of the 20^th century to the State’s appropriation and adaptation of those ideas, aims and practices from the 1930s onwards, I argue that the case of Portugal is particularly interesting to think about schooling and modernity in relation to political and societal continuities and discontinuities because it crosses three different political settings: a Constitutional Monarchy (1821-1910), a Republic (1910-1926) and a Dictatorship (1926-1974).

This paper will constitute part of the background chapter of my upcoming doctoral thesis concerning school journeys’ ideas, enactment and practice in secondary education Portugal, 1890-1960. By presenting the emergence and development of pedagogical modernity’s ideas in Portugal, this paper will help showing how school journeys were displayed over time and discussing how they can be understood in relation to Tyack & Tobin’s concept of grammar of schooling, and to the wider national and international contexts.

The histories of education’s ideas and methods that flourished and spread around the world at the turn of the 20th century provide valuable insights into the ideas, institutions and personages of progressive education movements. (1) When connecting schooling and modernity (2) most of these histories, however, focus aspects that ultimately refer to school spaces, thus overlooking that the scope of schooling does not deplete itself within its walls. Indeed, schooling – understood both as institutional and cultural processes – was also carried out beyond those spaces in an attempt to bridge them to the world in terms of knowledge transference and production of subjectivities, that is in an attempt to support the students’ learning and becoming processes. (3) Among the means used to build such bridges was the school journey, an activity meant to take the students out of the school space in order to observe, study and actively experience in situ historical heritages, industrial processes, natural objects and phenomena, societal achievements, all culture at last related to what was to be taught, thought and acted upon. According to Lawn (4), school activities concerning observation study played a decisive role in the development of educational systems since the late nineteenth century and were the key drivers of a culture of classification and understanding that enabled the universalization of ways of seeing. Furthermore, they were imbued with the moral concern of governing the subjects, which was connected to the desire of producing a metamorphosis from student to citizen (5).

By mapping the debate on a way of thinking and making schooling beyond the classroom, through an analysis of the Portuguese educational discourse, dispersed on monographs, journal articles, school principals’ records and schools’ yearbooks, this paper provides an overview of how this active learning method was imagined and undertaken in secondary education Portugal, between 1890 and 1960. The analysis is centred around the concepts of educational paradox (6) to identify convergences and divergences across different levels of discussion (ideas and practice), and of grammar of schooling (7) to discuss how they can be understood over time. I will argue that the discontinuities and the continuities, the desired change towards emancipatory learningunderstanding processes and the persistence of some mechanisms of the criticized unproductive teaching-transmission tradition can be explained by the ‘reason’ of schooling (8) i.e., the ‘logic’ that orders and governs the school subjects, in this case on school’s extramural space. In my understanding, the examination of school journeys allows a new perspective onto the grammar of modern schooling and instigates a critical genealogical incursion into one of its most long-lasting activities.

In this dissertation I examine school journeys in secondary education in Portugal between 1890 and 1960, focusing on State regulation, educational ideas and school practice. By bringing together the various parts of a broader discourse on a way of thinking and making schooling, I look at how this active method was regulated, argued and reportedly undertaken with a twofold aim: to expand the knowledge on the history of school journeys, and to contribute to the research on the ideas and practices of educational modernity.

School journeys were an activity that was intended to take the students out of the school in order to observe, study and actively experience historical heritage, industrial processes, natural objects and phenomena, and societal achievements in situ, i.e. all culture related to what was to be seen, thought about and acted upon. Moreover, these journeys were imbued with the desire to produce a metamorphosis from student to citizen by promoting the students’ learning and becoming processes.

The advent of school journeys in Portugal was deeply connected to the aims of New Education and to the idea of education as an instrument of societal renewal and progress of the nation. Their boom in the mid-1910s was accompanied by the proliferation of ideas that ultimately referred to the need to accomplish results. This, in turn, led to the strengthening of the teachers’ role and to the reliance on once perceived traditional forms of teaching and learning in which the students’ engagement was restricted to that of observers, readers, listeners and writers of notes. Although by the 1930s this had already become engrained in the grammar of schooling, it was the meticulous regulations enforced by the recently established dictatorship that crystallised the legal framework, educational ideas and practice of school journeys.

Thus, by taking the particular case of school journeys, I show how ideas of educational modernity became increasingly articulated and blended with longestablished practices, and how learning was placed in relation to learning and becoming, both closely connected to narratives of national progress and belonging. Indeed, activities based on observation, study and experience were connected to knowledge transfer as much as to the production of subjectivities. For this reason, I argue that school journeys were part of a ‘Reason’ that established objective systems to apprehend both individuals and the world, connecting each other by shaping an idea of cultural empowerment and intellectual emancipation through knowledge and identity.

Throughout the first decades of the 20th century, the New Education movement prompted the use of active methods to awake students’ curiosity and interests (Vasconcelos, 1909) aiming a learning process based on their personal observations and experiences (Lima, 1929). Study field trips and excursions were, for example, described as being necessary to "avoid excessive verbal teaching" (Lima, 1936:262) by enabling the observation study and provoking "unforgettable sensations and emotions" (Vasconcelos, 1915: 227). This paper aims to discuss a group of pupils' reports on their participation in a particular school excursion, published in O Académico Figueirense in 1937. On the one hand, it looks at the individual narratives to understand each pupil’s perceptions on what they observed and heard about, what they learned and felt, and their reflections on such experience. It takes in consideration what is written and how is written in relation to who wrote (gender and age) about what (monument, museum, factory, natural site, etc.). On the other hand, it looks at the way in which these small texts were brought together, intertwined with visual materials and presented as a collective article. That is, it looks at the way hybridity was arranged to provide a coherent narrative. Therefore, a material approach to educational history's studies, following Lynn Fendler's theoretical insights (2014), provides a framework to understand such active method from the pupils' perspective in a comprehensive way by considering the students' objective and subjective accounts when reporting their thoughts and feelings. In addition, by looking at the pupils' combined storytelling, both visual and textual elements are considered equal and fundamental. Altogether they function as an invitation for the readers to travel along the pupils' narrative, both textual and visual, in both space and time, in both material and immaterial, and – moreover – through the readers' physical and sensuous perceptions while flipping through the pages with stories full of both descriptions and wonderings.

At the turn of the 20^th century, progressive education aimed to produce emancipated and productive subjects through their comprehensive education. Deeply intertwined with the psychological knowledge of the child, it was supported by the belief in a “constructivist methodology” as an “essential” part of the “pedagogical operation” (Coelho 1891, 25), in which the students were to be directly and willingly engaged agents in the learning process. As a consequence, school activities based on the pupils’ experience and active participation emerged.

In many cases, though, the research focused the discourses on classroom-related practices. For this reason, the study of extracurricular activities provides a new perspective into the progressive education movement and its aims’ appropriation towards the nation-states’ agenda of national modernization through education.

Study field trips, for example, were regarded as “one of the most powerful and effective means for physical, intellectual and moral culture [that] the school has” (Faria de Vasconcelos 1923, 87) for the students to acquire both the knowledge and the competences needed to become a “useful member of society”, motivating the “child to think and to thrive his/her character’ individuality and self-expression”  (Lima 1929, 155).

However, the preliminary analysis of the discourses on study field trips’ implementation and reported undertakings suggest the coexistence of conflicting ideas that – ultimately – undermine the desired emancipatory process.

Drawing on Jorge Ramos do Ó (2003, 2005), Thomas S. Popkewitz (2002, 2005, 2008, 2014, Popkewitz, Franklin, and Pereyra 2001) and Foucault’s (1970, 1980) theoretical frameworks, I will undertake an in-depth crossed analysis of the monographs published by pedagogues, and of the texts and reports written by teachers and students in secondary school settings that were published in the education press in Portugal between 1890s and 1930s to question ‘which emancipation?’ (Bingham and Biesta 2010).

By doing so, my aim is twofold: 1) to explore those conflicting ideas to uncover how less evident aspects of the government of the child (Popkewitz 2002, 33, Ó 2003) were present in study field trips, particularly how methodological, curricular and ideological mechanisms regulated the students’ active role; and 2) to examine the ways in which study field trips regarding historical heritages, industrial processes, natural objects and landscapes were connected to narratives of national progress and belonging. This will allow a critical perspective on the role played by study field trips in the making of the future citizen (Tröhler, Popkewitz, and Labaree 2011).

References:

Bingham, Charles, and Gert Biesta. 2010. Jacques Rancière. Education, Truth, Emancipation. London and New York: Continuum.

Coelho, J. Augusto. 1891. Princípios de Pedagogia [Principles of Pedagogy]. IV vols. Vol. I. S. Paulo: Teixeira & Irmão.

Faria de Vasconcelos, António. 1923. Didática das Ciências Naturais [Natural Sciences Didactics]. Paris-Lisboa: Aillaud and Bretrand.

Foucault, Michel. 1970. L'Orde du Discours. Paris: Gallimard.

Foucault, Michel. 1980. Power/Knowledge. Selected interviews & Other writings 1972-1977. Edited by Colin Gordon. New York: Vintage Books.

Lima, Adolfo. 1929. Pedagogia Sociológica [Sociological Pedagogy]. Vol. Vol. I. Lisboa: Couto Martins.

Ó, Jorge Ramos do. 2003. O governo de si mesmo. Modernidade pedagógica e encenações disciplinares do aluno liceal (último quartel do século XIX - meados do século XX) [The self-government. Pedagogical modernity and disciplinary scenarios of the lyceum's student (last quarter of the 19th century - mid-20th century)]. Lisboa: Educa.

Ó, Jorge Ramos do. 2005. "Government of the soul and genesis of the modern educational discourse (1879-1911)."  Paedagogica Historica 41 (1-2):243-257.

Popkewitz, Thomas S. 2002. Cultural Productions. (Re)constituting the nation, the Child & the Teacher in the Educational Sciences. Vol. 10, Cadernos Prestige. Lisboa: Educa.

Popkewitz, Thomas S. 2005. Inventing the modern self and john Dewey: modernities and the traveling of pragmatism in education. New York: Palgrave.

Popkewitz, Thomas S. 2008. Cosmopolitanism and the Age of School Reform. Science, Education, and Making Society by Making the Child. New York: Routledge.

Popkewitz, Thomas S. 2014. The “Reason” of Schooling. Historicizing Curriculum Studies, Pedagogy, and Teacher Education. New York: Routledge.

Popkewitz, Thomas S., Barry Franklin, and Miguel Pereyra. 2001. Cultural history and education. Critical essays on knowledge and schooling. New York and London: Routledge Falmer.

Tröhler, Daniel, Thomas S. Popkewitz, and David F. Labaree. 2011. Schooling and the Making of Citizens in the Long Ninetheenth Century. Comparative visions. New York: Routledge.

The present chapter provides a case reflection of an international doctoral seminar week in Ljubljana in spring 2015 seen in retrospect both from the viewpoint of a (then) doctoral student and a supervisor. For two educational historians, both new to engaging in multidisciplinary meetings in the educational sciences and to the concept of intense doctoral seminar weeks, this short form immersion began with a slight academic shock, a shock that gradually, and particularly in a long-term perspective, turned out to be a good start for conversations about potential values of international and multidisciplinary meetings as a part of doctoral training, for reflections on disciplinarity, and not least for a rediscovery of their academic homes. The main argument is that doctoral internationalisation is a multilayered and slow-cooking procedure and that the homecoming – and postprocessing – is an almost equally important step as the actual act of going away. This, in turn, might require active planning and making room for reflection.

The present volume can be linked to a growing awareness of the potential in doctoral education for international experiences to deliver the pragmatic as well as values-based benefits of internationalisation (Jones & Killick, 2007). The former include the sharing of different perspectives on the field of study, alternative approaches to research and problem-solving, creating international collaboration and publication opportunities, developing research networks and offering career opportunities. The ‘values-based’ rationale for intercultural engagement is equally relevant at doctoral level as at other stages of education. Learning to work in multinational and multicultural teams and being open to different approaches and perspectives has become even more important as professional and project-based doctorates increase. Doctoral education is now much more than preparing candidates for academic careers.

The question “What does this have to do with everything else?” refers to ecological thinking. In this article, we use an ecological approach to explore the interrelationships between the incidence of the influenza pandemic of 1918–19, its trajectories and impacts on education. Our emphasis on children and their environment, as specific ecological arrangements, allows the mapping of associated social, institutional, cultural and material contexts and relations, alongside axes of experiences, behaviours and choices during a life-threatening crisis. To achieve this we apply the multiple perspectives that an ecological approach demands and use four different sources of evidence, from Sweden, Portugal, England and Spain, respectively: a teacher obituary, a magazine article, a school Log Book and an artist’s drawing. Each piece of evidence helps to identify lines of articulation and strands of entanglements projected in time and space. Their joint ecological reading enables the grasping of glocal connections, uncovering a few tesserae of a much larger mosaic, and pointing to the inherent potential of an educational-ecological approach to the study of past pandemics.