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(Re) imaging Jardim de Infância Caetano Campos everyday practices from 1896-1945

Grant number: 17/04435-2
Support Opportunities:Regular Research Grants
Duration: June 01, 2017 - May 31, 2019
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal Investigator:Alessandra Arce Hai
Grantee:Alessandra Arce Hai
Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
Associated researchers: Larry Prochner


This research aims to understand, (re) construct the daily practices present in the Kindergarten Caetano Campos between 1896 and 1945. Revealing the process of appropriation and materialization in pedagogical practices of the educational propositions of authors such as Friedrich Froebel, Ovide Decroly, John Dewey. How to give life to a pedagogical practice of the past, give it motion, color, sound? How to get back into a classroom that no longer exists? The classroom, the life space of discourses about and for pedagogic practice, like a box, keeps within its walls the appropriations of the teachers of the circulating pedagogical ideas, transmuting them, adapting them, reinventing them, reproducing them, Integrating them, merging them with what already existed, to that which endures in school everyday. Analyzing these processes described here with the lens of transnationalism leads us to the realization that it is dangerous and foolish to try to do bilateral analyzes that try to define the journey of theories and ideas as mere attempts to replicate contents and practices. We will not seek for the originality, fidelity of the appropriation of the ideas in a context adverse to the one of its production. We will try to understand the processes undergone by these ideas in their journeys by apprehending the uses, transformations, adaptations and transmutations that occurred upon their arrival and incorporation into the context that receives them. To do so we will use the various sources: diaries made by teachers, educational periodicals, log books, teaching materials and other sources that provide us with clues and traces of pedagogical practices. We will work with the theoretical-methodological contribution based on cultural history, especially in historiographic studies of a transnational nature. (AU)

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