Bibliographic Details
| Title: |
Métodos activos en la escuela pública: análisis de las memorias del magisterio alicantino (España, 1916-1926). |
| Alternate Title: |
Active Methods in Public Schooling: An Analysis of Teachers' Reports in Alicante (Spain, 1916-1926). |
| Authors: |
Soler, Seila1 seilaaixa.soler@ui1.es, Rosser, Pablo2 pablo.rosser@unir.net |
| Source: |
Espacio, Tiempo y Educación. Jul-Dec2025, Vol. 12 Issue 2, p302-321. 20p. |
| Subject Terms: |
*Teaching methods, *Public schools, *Constructivism (Education), *History of education, Spaniards |
| Geographic Terms: |
Alicante (Spain), Spain |
| People: |
Montessori, Maria, 1870-1952 |
| Abstract (English): |
Active methodology has been a consistent topic in pedagogical debates since the late 19th century. Although it is often presented today as an educational innovation, its theoretical foundations and practical applications were already formulated and implemented by Spanish teachers, particularly during the first third of the 20th century. This study aims to examine, from a historical-educational perspective, the use of active methodologies in public schooling by analyzing the technical reports written by teachers in the city of Alicante (Spain) between 1916 and 1926. A qualitative methodology was applied, complemented by quantitative analysis, using a documentary corpus composed of 16 original teaching reports. The analysis was guided by grounded theory principles and supported by qualitative coding software. Five recurring active methodologies were identified: the active method, educational games, visual learning, the Froebel method, and the Montessori method. These approaches were more commonly implemented by female teachers and were flexibly adapted, even in precarious school settings. The findings suggest that teachers of the time possessed advanced pedagogical knowledge and that many of today's so-called innovations are actually revivals of historical practices whose genealogies have often been forgotten or decontextualized. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
La metodología activa ha sido una constante en los debates pedagógicos desde finales del siglo XIX. Aunque hoy en día se presenta como una innovación educativa, sus fundamentos teóricos y aplicaciones prácticas ya fueron formulados y aplicados por parte del magisterio español, especialmente durante el primer tercio del siglo XX. El presente estudio se propone revisar, desde una perspectiva histórico-educativa, el uso de metodologías activas en el ámbito de la escuela pública, tomando como caso de estudio las memorias técnicas elaboradas por el profesorado de la ciudad de Alicante (España) entre 1916 y 1926. Para ello, se ha empleado una metodología de carácter cualitativo complementada con análisis cuantitativo, a partir de un corpus documental compuesto por 16 memorias originales. El análisis ha sido guiado por los principios de la teoría fundamentada y apoyado en software de codificación cualitativa. Se han identificado cinco metodologías activas recurrentes: el método activo, el juego didáctico, el aprendizaje visual, el método Froëbel y el método Montessori. Se ha observado una mayor aplicación por parte de maestras, así como una adaptación flexible de estos enfoques incluso en contextos escolares precarios. Los resultados sugieren que el profesorado de la época poseía un conocimiento pedagógico avanzado y que muchos de los enfoques actuales retoman propuestas históricas cuya genealogía ha sido frecuentemente olvidada o descontextualizada. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
