Espacio, Tiempo y Educación

13-19

Authors: Joaquim Pintassilgo

Education in times of Revolution (40 years after the Revolution of 25 April 1974 in Portugal)

39-63

Authors: Ramón Aguadero Miguel, Carmen Sanchidrián Blanco

The studies about the Catholic missionary education in Mozambique have highlighted how their role was subordinated to the colonial interests and their weak educational outcomes. Nevertheless, neither the evolution of church-state relations during the long period of the Salazar dictatorship nor the heterogeneity of views and actions of the Catholic hierarchy have been taken into account. The study of the educational reports of the Diocese of Beira (1950-1973) supports not only the overall weakness of the results but also the administrative authority’s derelictions of duty. The government only assumed their responsibilities to the imminence of war, against the interest and the almost exclusive role of religious education agents in expanding and improving the indigenous school network. The commitment of a significant part of the clergy of the central region of Mozambique to an unfair social reality which was contrary to the Gospel, led to educational and pastoral options whose result was the political awareness of indigenous elites who had been educated by the church.

89-112

Authors: Sara González Gómez

This article aims to point up the strategies applied by the University of Salamanca to establish itself as an institution able to provide a new route to projection and internationalization of the university studies during Franco’s regime. The arrival of foreign students took place through several channels (courses, special lessons, agreements, teacher exchange, etc.) whose presence managed to encourage the gloomy scenery of the Spanish University. Latin America played a fundamental role in this process, becoming the key asset to the increase in foreign students. On the contrary, it took a lot of time to set up and build relationships with Europe and North America, hitherto not lively. A same phenomenon did not occur for Africa. Overall, since the sixties, the University of Salamanca has reached an important projection level and has been able to attract large numbers of foreign students. These data match those recorded in very few national universities. All this makes it an indispensable reference when it comes to discovering the first steps taken in order to achieve the opening of the Spanish University and a small extension of its field of view.

133-169

Authors: Dorena Caroli

The aim of this article is to present the main research trends in the history of childhood, education and school institutions, published in Russia from the middle of the 1980s to the present. Recent works on these topics adopt new theories and methodologies, which entail new delimitations of disciplinary borders and new ways of defining the objects of research. First of all, the history of pedagogical thought and educational institutions is marked by the abandonment of Marxist theory and by the elaboration of a new conception called «pedagogical anthropology», enabling a thorough examination of the complexity of personality and educational practices. Secondly, scholars have recently revived Russian and Soviet School history, by investigating its different role under the Tsarist autocracy and the Soviet regime. According to new research, the Soviet reforms were conceived in order to teach citizens new values – not only to build social classes and workers for the development of the planned economy, as pointed out by Socialist historiography. Thirdly, the history of childhood has been re-written on the basis of the history of everyday life and of interdisciplinary approaches. This has made it possible to examine not only the «discovery» of childhood in Russia, but also to understand the ambiguous use of representations of childhood in Soviet propaganda under Stalin, which concealed the tragedy of homeless children and their presence in the Gulags. Finally, the history of social pedagogy contributes to the revision of the pedagogical theory of the most famous Soviet pedagogue – A.S. Makarenko (1888-1939) – in the social rehabilitation of juvenile offenders. The history of youth movements also represents a new trend aiming at analysing the continuity between the Scouts and the Communist Pioneers as well as its very important role in the political socialization and active participation in the defence of the Fatherland during WWII.