La enseñanza de la naturaleza en los manuales escolares del siglo XIX en el mundo hispanoamericano: del enciclopedismo ilustrado a las lecciones de cosas.
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| Title: | La enseñanza de la naturaleza en los manuales escolares del siglo XIX en el mundo hispanoamericano: del enciclopedismo ilustrado a las lecciones de cosas. |
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| Alternate Title: | The Teaching of Nature in 19th Century School Textbooks in the Spanish-American World: From Encyclopedic Enlightenment to the Lessons of Things. L'enseignement de la nature dans les manuels scolaires du XIXe siècle dans le monde hispano-américain : Des Lumières encyclopédiques à la leçon de choses. |
| Authors: | Roldán Vera, Eugenia1, Meníndez, Rosalía2 |
| Source: | Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion. Fall2023, Vol. 24, p154-177. 24p. |
| Subject Terms: | *Textbooks, Catechisms, Enlightenment |
| Abstract (English): | This article examines, from a global and long-term perspective, the evolution of teaching about nature in primary school textbooks in the Spanish-American world between ca. 1770 and 1920. The specific question is how the spread of Johann Heinrich Pestalozzi's intuitive teaching, i.e., teaching based on sensory experience as a replacement for traditional memorisation, was reflected in the changes that were made to school textbooks throughout the nineteenth century. To this end, we analyse a selection of texts from three periods: the Spanish Enlightenment at the end of the eighteenth century, the 1840s, and the last two decades of the nineteenth century. Paying attention to the contents and textual conventions of the specific genre of textbooks about nature, we argue that these types of books evolved in content and method under the influence of intuitive teaching, but with important continuities in the assumptions about how children should learn. We show how the format of the texts was influenced not only by certain pedagogical ideas, but also by the pressures of the publishing market and the requirements of teaching practice. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo examina, desde una mirada global y de larga duración, la evolución de la enseñanza sobre la naturaleza en los manuales escolares para la escuela elemental en el mundo hispanoamericano entre ca. 1770 y 1920. La pregunta específica es de qué manera la difusión de la enseñanza intuitiva de Johann Heinrich Pestalozzi, es decir, la enseñanza a partir de la experiencia sensorial como reemplazo de la tradicional memorización, se vio reflejada en las transformaciones que se fueron haciendo a los manuales escolares a lo largo del siglo XIX. Para ello, analizamos una selección de textos de tres momentos: la Ilustración española de finales del siglo XVIII, la década de 1840 y las dos últimas décadas del siglo XIX. Prestando atención a los contenidos y convenciones textuales del género específico de los manuales sobre la naturaleza, argumentamos que este tipo de libros evolucionó en contenido y método bajo influencia de la enseñanza intuitiva, pero con continuidades importantes en las presuposiciones sobre cómo debían aprender los niños. Mostramos como en el formato que fueron adquiriendo los textos incidieron no solo ciertas ideas pedagógicas, sino también presiones del mercado editorial y requerimientos de la práctica docente. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Dans une approche globale et à long terme, cet article examine les manuels de leçons de choses (« object lessons ») circulant à travers le monde hispanoaméricain vers 1880-1920. La question centrale est de découvrir comment et dans quelle mesure ces manuels ont opérationnalisé les postulats de ce que l'on appelle « l'enseignement intuitif » associé à Johann Heinrich Pestalozzi -- c'est-à-dire un enseignement impliquant que les enfants vivent une expérience sensorielle d'objets concrets plutôt que de subir un apprentissage par coeur traditionnel. À partir du principe que les manuels scolaires constituent un genre spécifique, avec des conventions matérielles et textuelles qui à la fois permettent et conditionnent certaines pratiques pédagogiques, nous soutenons que les manuels de leçons de choses dans le monde hispanophone ont évolué en partie à partir d'une méthode traditionnelle d'enseignement, c'est-à-dire questions et réponses. Même si au courant de cette évolution d'importantes nouveautés ont été introduites, nous constatons néanmoins certaines continuités. Nous soulignons aussi le fait que le format des manuels de leçons de choses obtenus au Mexique était lié non seulement aux prescriptions du programme scolaire, mais aussi à certains aspects du marché de l'édition et aux besoins des enseignants du primaire -- devenus auteurs de plusieurs de ces manuels -- dans leur pédagogie quotidienne. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article examines, from a global and long-term perspective, the evolution of teaching about nature in primary school textbooks in the Spanish-American world between ca. 1770 and 1920. The specific question is how the spread of Johann Heinrich Pestalozzi's intuitive teaching, i.e., teaching based on sensory experience as a replacement for traditional memorisation, was reflected in the changes that were made to school textbooks throughout the nineteenth century. To this end, we analyse a selection of texts from three periods: the Spanish Enlightenment at the end of the eighteenth century, the 1840s, and the last two decades of the nineteenth century. Paying attention to the contents and textual conventions of the specific genre of textbooks about nature, we argue that these types of books evolved in content and method under the influence of intuitive teaching, but with important continuities in the assumptions about how children should learn. We show how the format of the texts was influenced not only by certain pedagogical ideas, but also by the pressures of the publishing market and the requirements of teaching practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 25608371 |
| DOI: | 10.24908/encounters.v24i0.16675 |
