Educació i Història. Revista d'Història de l'Educació

9-17

Authors: Andrés Payà Rico

Presentation: Educational Innovation and Teaching of the History of Education

41-64

Authors: Andrés Payà Rico, Pablo Álvarez Domínguez

This paper intends to review the teaching possibilities and pedagogical repercussions that the use of ICT and social networks offer to the teaching and learning of the history of education. Within the paradigm of what we have called in recent years History of Education 2.0 and History of e-Education, we consider the impact and the wide range of options that are opened, thanks to these new technologies, for new learning contexts, characteristic of the digital society. After the relevant analysis and conceptual delimitation, we point out some experiences, research and teaching innovation projects, which have come to demonstrate the efficacy, interest, participation and interactivity that they stimulate and favour between the teaching and learner community of history of education.

89-120

Authors: José Damián López Martínez, María José Martínez Ruiz-Funes, Pedro Luis Moreno Martínez, Ana Sebastián Vicente

In this paper we focus on the uses of historical-educational heritage, commercial catalogues of teaching materials and pedagogical exhibitions that spread the material culture of schools and its teachers as a teaching resource in learning contexts to promote the acquisition of skills. The historical-educational heritage provides a high instructive and teaching potential, and it can be a useful pedagogical work in the classroom for different educational levels and modalities. It is an appropriate means to analyse school cultures (such as that of the scientific knowledge of the experts, the politicalinstitutional one and that of teachers). It tells us about the history and evolution of school disciplines and the disciplinary code. It is an indicator of processes of change, reform and innovation. It helps us to know bygone educational practices, teaching styles and teaching methods in the classroom, enhancing deeper understanding and interpretation of the past in schools. As well, it can be used as a teaching strategy for heritage education that contributes to the acquisition and development of abilities that generate knowledge, understanding, respect, and care and conservation of heritage.

145-160

Authors: Diego Calderón Garrido, Josep Gustems Carnicer, Caterina Calderón Garrido

In this paper we try to display the history of music camps in our country, emphasizing the contribution and leadership of Catalan institutions, based on a comprehensive documentary compilation. Although the birth of school camps nationwide occurred in Madrid, in Catalonia a number of aspects (the hiking tradition, the importance of choruses, etc.) came together, leading to the creation of musical camps in 1968, organized by l’Orfeó Lleidatà, in a social context in which the aim was to recover customs, language and culture. Since then, these camps, which still exist, have inspired and guided a series of similar activities in Catalonia, being later extended to the rest of the state. The characteristics, scale and educational potential of music camps allowed considering them as a consolidated activity within the educational offer in the country.

187-212

Authors: Sara González Gómez

The line of research devoted to the history of the Spanish university has been enriched in recent decades with varied contributions. In general, it can be said that it has received the attention of a large group of researchers who have contributed with their works to broaden and enrich the information we have about the historical past of our universities. However, given the richness, profusion and longevity of many of these institutions, the study remains open and unfinished. In this paper we take the coupling university and Francoism as a framework, with the aim of sounding out the state of the art by submitting a sufficiently broad bibliographic repertoire on the history of the former during the dictatorship. The essential objective with which such a review arises is no other than to provide the reader with a significant sample of the paths explored so far and at the same time, suggest possible paths not yet transited in relation to history university in Spain during the Franco regime, contemplating here also the particular case of labour universities.