Umeå universitets logga

umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
School journeys: ideas and practices of new education in Portugal (1890-1960)
Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier. (Historia med utbildningsvetenskaplig inriktning, History and Education)ORCID-id: 0000-0002-0525-3782
2020 (Engelska)Doktorsavhandling, monografi (Övrigt vetenskapligt)
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå University , 2020. , s. 293
Serie
Umeå studies in history and education ; 22
Serie
Umeå Studies in the Educational Sciences ; 44
Nyckelord [en]
school journeys, educational modernity, ‘Reason’ of schooling
Nationell ämneskategori
Historia Utbildningsvetenskap
Forskningsämne
historia med utbildningsvetenskaplig inriktning
Identifikatorer
URN: urn:nbn:se:umu:diva-169276ISBN: 978-91-7855-269-6 (tryckt)ISBN: 978-91-7855-270-2 (digital)OAI: oai:DiVA.org:umu-169276DiVA, id: diva2:1424993
Disputation
2020-05-22, Humanisthuset HD 108, Umeå, 10:15 (Engelska)
Opponent
Handledare
Tillgänglig från: 2020-04-29 Skapad: 2020-04-20 Senast uppdaterad: 2020-04-21Bibliografiskt granskad

Open Access i DiVA

fulltext(2478 kB)2209 nedladdningar
Filinformation
Filnamn FULLTEXT01.pdfFilstorlek 2478 kBChecksumma SHA-512
97c22dd5f4f2f25abe41f4ac3550a69cf4ec5a995840ac524b2d6e474b1b424f04c43546066ff3e09ba8e5d9b0f6d4d52288ecc2502adf0c88f823977c0b4039
Typ fulltextMimetyp application/pdf
spikblad(141 kB)68 nedladdningar
Filinformation
Filnamn SPIKBLAD01.pdfFilstorlek 141 kBChecksumma SHA-512
d1bb582dbfb50162627fa936c150fc2ce84778eaf629fd5a56f249ce76770ad7719e10a363afe4ce58bf24c8fb44d53c3e9832537e890ea43e763f601b01c2d0
Typ spikbladMimetyp application/pdf

Person

Félix, Inês

Sök vidare i DiVA

Av författaren/redaktören
Félix, Inês
Av organisationen
Institutionen för idé- och samhällsstudier
HistoriaUtbildningsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 2212 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

isbn
urn-nbn

Altmetricpoäng

isbn
urn-nbn
Totalt: 1380 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf