Translating Ovide Decroly’s ideas to Brazilian teachers

Abstract

This article seeks to analyse, comprehend and apprehend the appropriation processes of Ovide Decroly’s ideas in Brazil through the translation of his books and that of Amélie Hamaïde into Portuguese. The article discusses the following questions. Why did Brazilian intellectuals and teachers need to import Decroly’s ideas to be applied in Brazilian schools? Did the translation of Decroly’s and Hamaïde’s books play an innovative role in Brazilian society? Did the release of these books bring about changes, and did it stabilise and legitimise discourses that were already present in Brazil? Who were the translation agents of those books? First, discussions concerning travelling knowledge and cultural translation, as well as translation and the role of translation agents, are introduced. The translated books and their (production) contexts are then presented, comparing and analysing the source books and the translations. The analyses aim at understanding this journey and answering these questions, and it will be shown that Decroly’s ideas were torn apart into “pieces of knowledge” gaining life and autonomy throughout the journey, and turning into facts. It is advocated that his ideas were appropriated as “indigenous foreigners” in Brazil.

Keywords:

• new education
• Decroly
• appropriation
• cultural translation

Acknowledgements

The authors would like to thank Lieven D’hulst (KU Leuven/KULAK), Sônia Camara (UERJ/Brazil), André Paulilo (UNICAMP/Brazil), Diana Vidal (USP/Brazil), Michele Varotto and Debora A.S.M. Silva (UFSCar/Brazil) for their help with bibliographical materials, and Sarah Van Ruyskensvelde (KU Leuven) for reading the manuscript.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ Amélie Hamaïde (1888–1970) was a pedagogue, born in Liège, Belgium. She worked as Decroly’s collaborator and she was one of his fervent propagandists.

² David M. Livingstone, Putting Science in its Place: Geographies of Scientific Knowledge (Chicago: University of Chicago Press, 2003), 11–12.

³ Ibid., 12.

⁴ Ibid., 5.

⁵ Christine Mayer, “Female Education and the Cultural Transfer of Pedagogical Knowledge in the Eighteenth Century,” Paedagogica Historica 48, no. 4 (2012): 514.

⁶ Ibid., 514.

⁷ Ibid.

⁸ Mary Morgan and Peter Howlett, eds., How Well Do Facts Travel? The Dissemination of Reliable Knowledge (Cambridge: Cambridge University Press, 2011).

⁹ Mary Morgan, “Travelling Facts”, in Morgan and Howlett, How Well Do Facts Travel?, 3–39.

¹⁰ Ibid., 15.

¹¹ Thomas S. Popkewitz, “Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism in Education – An Introduction,” in Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism in Education, ed. Thomas S. Popkewitz (New York: Palgrave Macmillan, 2005), 3–38.

¹² See the study concerning the heritage of the school desk, in Marc Depaepe, Frank Simon and Pieter Verstraete, “Valorising the Cultural Heritage of the School Desk Through Historical Research,” in Educational Research: Material Culture and Its Representation, ed. Paul Smeyers and Marc Depaepe (Dordrecht: Springer, 2014), 13–30.

¹³ Popkewitz, “Inventing the Modern Self and John Dewey,” 10.

¹⁴ Ibid., 16.

¹⁵ Marc Depaepe, “Dealing with Paradoxes of Educationalization: Beyond the Limits of ‘New’ Cultural History of Education?,” in Between Educationalization and Appropriation: Selected Writings on the History of Modern Educational Systems (Leuven: Leuven University Press, 2012), 140–66.

¹⁶ Luc van Doorslaer, National and Cultural Images, Handbook of Translation Studies, vol. 3 (Herndon, VA: John Benjamins, 2012).

¹⁷ Peter Burke, Cultural Hybridity (Cambridge: Polity Press, 2009).

¹⁸ Ibid., 93.

¹⁹ Julia Sanders, Adaptation and Appropriation (London: Routledge, 2006), 18–19.

²⁰ Yves Gambien, Translation Strategies and Tactics, Handbook of Translation Studies, vol.1, (Herndon, VA: John Benjamins, 2010).

²¹ Hélène Buzelin, Agents of Translation, Handbook of Translation Studies, vol. 1 (Herndon, VA: John Benjamins, 2010).

²² John Milton and Paul Bandia, Agents of Translation (Amsterdam/Philadelphia: John Benjamins, 2009), 1.

²³ Ibid.

²⁴ Ibid., 6.

²⁵ Mayer, “Female Education and the Cultural Transfer of Pedagogical Knowledge in the Eighteenth Century.”

²⁶ Ibid., 522.

²⁷ Marc Depaepe, “Dealing with Paradoxes of Educationalization,” 156.

²⁸ J. Oelkers, Erziehung als Paradoxie der Moderne. Aufsätze zur Kulturpolitik (Weinheim: Deutscher Strudien Verlag, 1991).

²⁹ “The archetype of the ‘grammar of schooling’, as Cuban has called it (and which can been seen, in our view, as a ‘grammar of educationalization’, or if one wishes, as a ‘grammar of educationalizing’, see Depaepe et al., 1999 and 2000) can be easily found if one enters a museum of ‘education’ (and ‘teaching’) anywhere in the world. That these education museums breathe the same spirit almost everywhere proves how universal the ‘text’ of this school grammar is – even though the social and cultural ‘context’ over the various periods has brought with it important differences of nuance. And it proves just as much how deeply the grammar of the school is interwoven with the process of modernization, globalization and educationalization. In various languages and against the background of different cultures, the same ‘educational regime’ became established almost everywhere in the ‘civilized’ world: a similar complex of actions with the aim of training the students (for later) by disciplining them. This is evidenced not just by the educational behavior and how children are dealt with didactically but also by the determinants of the school culture” (Depaepe, 2012, 156–57). Depaepe, “Dealing with Paradoxes of Educationalization,” 139–66.

³⁰ Unfortunately, we were not able to gather information on the number of copies printed of each book or the number of editions. In fact the company that holds the copywriting of F. Briguiet and Cia informed us that several files had been lost. Apparently, the files were burned and among them were the ones belonging to that Collection.

³¹ F. Briguiet and Cia was owned by Ferdinand Briguiet, a Frenchman who went to work in Brazil for Garnier publishers. The major aim of his publishing house was to work with translated books, especially from French to Portuguese. For more information see: L. Hallewell, O Livro no Brasil (São Paulo, AQT/Edusp, 1982).

³² For this article, we worked only with the first edition of the books.

³³ The original title in French is: Ovide Decroly et Mlle Monchamp, L’Initiation à l’activité intellectuelle et motrice par les jeux éducatifs –Contribution á la pédagogie des jeunes enfants et des irréguliers, troisième édition (Paris/Neuchâtel: Collection d’Actualités Pédagogiques, Editions Delachaux et Niestlé S. A., 1925).

³⁴ Amélie Hamaïde, La Méthode Decroly (illustrée de 57 planches hors texte en noir et en couleurs et de nombreux dessins, préface du Dr. Ed. Claparède professeur à L’Université de Genève – deuxième édition, revue et augmentée – Editions Delachaux et Niestlé S. A., Collection d’Actualités Pédagogiques publiée sous les auspices de l’Institut J. J. Rousseau et de La Société Belge de Pédotechnie, 1927).

³⁵ The original title in French of this book is: E. Goué and M. Goué, Comment faire observer nos élèves (Paris: Fernand Nathan, 1923).

³⁶ The French version of this book is: Mme Kergomard and Mlle Brés, L’enfant de 2 à 6 ans (Paris: Fernand Nathan, 1915).

³⁷ Translated title in English: An experience with active school in an elementary class of first grade.

³⁸ Raymond Buyse (1889–1974), educational reformer, doctor in pedology (1919), “maître de conférences” (1923), “chargé de cours” (1926), professor (1946) at the Université catholique de Louvain.

³⁹ Original title in French: O. Decroly and R. Buyse, La Pratique des tests mentaux (avec figures et planches – préface Henri Pieron, Bibliothèque de Psychologie de L’Enfant et de Pédagogie, 9 (Paris : Librarie Félix Alean,1928).

⁴⁰ Translated title in English: Decroly method (Brazilian adaptation) inside a cardboard box of 42 x 46 centimetres.

⁴¹ Translated title in English: Calculation and association of ideas through pictures, series of 8 games following: The little fisherman, the stars, rain, autumn, the mountain, the clown in the moonlight, winter, sun bathing.

⁴² Unfortunately, until now we have not been able to find a single copy of the games or the book written by Nair Pires Ferreira.

⁴³ Districto Federal, Programmas para os Jardins de Infancia e para as Escolas Primarias (Rio de Janeiro: Graphica do Jornal do Brasil, 1929).

⁴⁴ Fernando de Azevedo (1894–1974) is considered as one of the New School Movement protagonists in Brazil together with Lourenço Filho (1897–1970) and Anisio Teixeira (1900–1971). All of them were strongly connected to the international New School movement scenario. They translated works from icons of the New School Movement into Portuguese. In her chapter. “Abordo do navio, lendo notícias do Brasil: o relato de viagem de Adolphe Ferrière”, Carvalho (2001) presented these connections. For more information see Marta M. C. de Carvalho, “Abordo do navio, lendo notícias do Brasil: o relato de viagem de Adolphe Ferrière,” in Viagens Pedagógicas, ed. Ana Chrystina Venancio Mignot e José Gonçalves Gondra, (Cortez editora, São Paulo, 2007). Also Mirian Warde, in her chapter “John Dewey through the Brazilian Anísio Teixeira or Reenchantment of the World”, describes these international networks while presenting how Anísio Teixeira translated Dewey’s ideas to Brazil. This chapter is in Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism in Education, ed. Thomas S. Popkewitz (New York: Palgrave Macmillan, 2005), 203–30.

⁴⁵ From 1927 to 1930 Fernando de Azevedo was the Director of the Instruction Department in Rio de Janeiro.

⁴⁶ Diana G. Vidal and Luciano M. Faria Filho, “Reescrevendo a história do Ensino Primário: O centenário da Lei de1827 e as Reformas Francisco Campos e Fernando de Azevedo,” Educação e Pesquisa (São Paulo), 28, no. 1 (2002): 31–50.

⁴⁷ Ad. Ferrière, “L’Éducation Nouvelle au Brésil,” Pour L’ère Nouvelle – Revue Internationale d’Education Nouvelle, 10ème année, Avril–Mai, no. 67 (Paris, 1931): 85–90.

⁴⁸ Fernando Azevedo, “L’École Nouvelle et la réforme – Introduction aux programmes des écoles primaires du Brésil,” Pour L’ère Nouvelle – Revue Internationale d’Education Nouvelle, 10ème année, Avril–Mai, no. 67 (Paris, 1931): 90–95.

⁴⁹ Deodato de Moraes, “L’École active brésilienne d’Espirito Santo,” Pour L’ère Nouvelle – Revue Internationale d’Education Nouvelle, 10ème année, Avril–Mai, no. 67 (Paris, 1931): 96–99.

⁵⁰ This law established the implementation of Andrew Bell and Joseph Lancaster’s method for Brazilian schools, which was substituted by the intuitive method and object lessons in 1879. At that time, Norman Alison Calkins’ book “Primary Object Lessons” (first edition published in 1881) was translated into Portuguese and published in 1886.

⁵¹ Licinio V. Cardoso, ed., A Margen da História da República, Biblioteca do Pensamento Político Republicano, volumes 1 and 2, 1981 (Brasilia: Universidade de Brasilia). These books were originally published in 1924 and they were intended to be an inquiry made by 12 intellectuals after Brazil was transformed into a republican country.

⁵² A. Leão Carneiro, “Os Deveres das Novas Gerações Brasileiras,” in A Margen da História da República, ed. Licinio V. Cardoso, vol. 1, 1981.

⁵³ Licinio V. Cardoso, “A Margem da República,” in A Margen da História da República, vol. 2, 1981.

⁵⁴ Maria Rita A. Toledo and Marta M. C. Carvalho, “Print Capitalism, New School and Circulation of Reading Models: A Brazilian Collection at the Primary Education Museum Library in Portugal (1931–1950),” Paedagogica Historica 47, no. 5 (2011): 639–56, here 645.

⁵⁵ Illiteracy was a major problem as 80% of the population was illiterate.

⁵⁶ Carlos Monarcha, Brasil arcaico, Escola Nova – Ciência, técnica e utopia nos anos 1920–1930 (São Paulo: Editora Unesp, 2009).

⁵⁷ According to Warde (2000), at that moment Brazil started an Americanisation movement. This movement led Brazilian scholars to see Brazil as the opposite of the USA. Brazil was defined as a nation of lazy, dirty and ugly people because of its colonisation process. The USA represented happiness, democracy and civilisation, everything Brazil needed to become a Republic. Miriam J. Warde, “Americanismo e Educação: Um ensaio no Espelho,” São Paulo em Perspectiva 14, no. 2 (2000): 37–43.

⁵⁸ For more about the educationalisation process see: M. Depaepe and P. Smeyers, “Educationalization as an Ongoing Modernization Process,” in Marc Depaepe, Between Educationalization and Appropriation: Selected Writings on the History of Modern Educational Systems (Leuven: Leuven University Press, 2012), 167–75.

⁵⁹ Ibid.

⁶⁰ The Anthropophagic Manifest was a literary manifesto written by Oswald de Andrade, cultural protagonist of the early Brazilian Modernism movement in literature, which was based on his concept of Anthropophagia. Read in 1928 to his friends in the house of Mario de Andrade, it was later published in “Revista de Antropofagia” (the Journal of Anthropophagy), which Oswald founded together with Raul Bopp and Antônio de Alcântara Machado. Oswald says in his manifesto that “only anthropophagy unites us”, proposing “to swallow” the European cultural heritage and “digest it”, transforming it in a typically Brazilian art. For more see: Oswald de Andrade, “O manifesto antropófago,” in Gilberto Mendonça Teles, Vanguarda européia e modernismo brasileiro: apresentação e crítica dos principais manifestos, 3rd ed. (Petrópolis: Vozes; Brasília: INL, 1976).

⁶¹ Jonh Milton, “Monteiro Lobato and Translation: “Um país se faz com homens e livros,” D.E.L.T.A. 19, special issue (2002): 117–32.

⁶² Jorge Nagle, Educação e Sociedade na Primeira República, 2nd ed. (Rio de Janeiro: DP&A, 2001).

⁶³ According to Dermeval Saviani, História das Idéias Pedagógicas no Brasil (Campinas: Editora Autores Associados, 2006); Marta M. C. Carvalho, “Modernidade Pedagógica e Modelos de Formação Docente,” São Paulo em Perspectiva 14, no. 1 (2000): 111–20; Nagle. Educação e Sociedade na Primeira República.

⁶⁴ Vera T. Valdemarin, Estudando as Lições de Coisas (Campinas: Editora Autores Associados, 2004).

⁶⁵ Decreto no. 7274 from 19 April 1879 during the Leoncio Carvalho reform.

⁶⁶ Vera T. Valdemarin, História dos Métodos e Materiais de Ensino: a escolar nova e seus modos de uso São Paulo: Editora Cortêz, 2010).

⁶⁷ Fernando Azevedo, Novos Caminhos e Novos Fins– A Nova Política de Educação no Brasil, Serie IV Atualidades Pedagogicas, vol. 1 (São Paulo: Companhia Editora Nacional, 1934).

⁶⁸ We will work with the idea of Brazil as an archaic country, agreeing with Monarcha (2009). Monarcha states that, while Brazilian intellectuals tried to bring novelties to Brazilian education, the economy of the country was still based on a rudimentary agricultural process, the “industrial revolution” was starting quite slowly, and until then people lived surrounded by poverty and illiteracy. For more information see: Monarcha, Brasil arcaico, Escola Nova – Ciência, técnica e utopia nos anos 1920–1930.

⁶⁹ Hamdam, in her master’s dissertation, gives us an excellent example of an intellectual who moved from “object lessons”, “intuitive method” to “New Education”. See Juliana C. Hamdam, Do Método Intuitivo à Escola Ativa: O pensamento educacional de Firmino Costo (1907–1937) (master’s degree dissertation, Universidade Federal de Minas Gerais, Belo Horizonte, 2007).

⁷⁰ Monarcha, Brasil arcaico, Escola Nova – Ciência, técnica e utopia nos anos 1920–1930.

⁷¹ Jurgen Oelkers, “Reformpädagogik vor der Reformpädagogik,” Paedagogica Historica 42, no. 1 and 2 (2006): 15–48.

⁷² It is interesting to observe how those intellectuals who attributed themselves as being key to the “new” progressively claimed the existence of the New Educational tradition, being capable of erasing the moment at which “old” and “new” were merging, while “old” seems not a “devilish” thing but rather something that continues in the “new”. Diana G. Vidal and Luciano Faria Filho (2002) point out that Fernando de Azevedo played a protagonist role in the construction of this kind of discourse through his publications.

⁷³ André L. Paulilo, A Estratégia como invenção – As políticas públicas de educação na cidade do Rio de Janeiro entre 1922 e 1935 (doctoral thesis, Universidade de São Paulo, 2007).

⁷⁴ Diana G. Vidal, “O inquérito sobre a instrução pública (1926) e as disputas em torno da Educação em São Paulo,” in Reformas Educacionais: as manifestações da Escola Nova no Brasil (1920–1946), ed. Maria Elisabeth B. Miguel, Diana G. Vidal and José Carlos Souza Araujo (Campinas: Autores Associados; Uberlândia: EDUFU, 2011), 99–120.

⁷⁵ Sonia Câmara, “A Reforma de Fernado de Azevedo e as Colméias Laboriosas do Distrito Federal,” in Reformas Educacionais: as manifestações da Escola Nova no Brasil (1920–1946), ed. Maria Elisabeth B. Miguel, Diana G. Vidal and José Carlos Souza Araujo (Campinas: Autores Associados; Uberlândia: EDUFU, 2011), 177–196.

⁷⁶ Fernando de Azevedo, Novos Caminhos e Novos Fins – A Nova Política de Educação no Brasil, Série IV Atualidades Pedagógicas, vol. 1 (São Paulo, Companhia Editora Nacional, 1934), and Districto Federal, Programmas para os Jardins de Infância e para as Escolas Primarias (Rio de Janeiro: Graphica do Jornal do Brasil, 1929).

⁷⁷ Popkewitz (2005), in his interpretation for the metaphor of travelling libraries, used as an example the intertwined diffusion process of Dewey’s ideas in South America. In this process, Dewey’s ideas appeared together with those of Claparède and Decroly in Educational Reform laws based on the New Education ideals. Fernando de Azevedo’s statement confirms Popkewitz’ arguments. See in the aforementioned text Popkewitz, Inventing the Modern Self and John Dewey.

⁷⁸ Câmara, A Reforma Fernando de Azevedo e as Colmeias laboriosas do Distrito Federal, 193.

⁷⁹ Diana Vidal, O Exercício Disciplinado do Olhar: livros, leituras e práticas de formação docente no Instituto de Educação do Distrito Federal (1932–1937) (Bragança Paulista: Universidade São Francisco, 2001).

⁸⁰ Fernando de Azevedo, A reforma do ensino no Districto Federal. Discursos e Entrevistas (São Paulo: Cia Melhoramentos, 1929).

⁸¹ Toledo and Carvalho, “Print Capitalism, New School and Circulation of Reading Models.”

⁸² This published opinion appeared at the end of the translated book of Kergomard and Brés, which was written by a member of the Council, Alcina Moreira de Souza Backheuser. For more information see: Mme Kergomard and Mlle Brés, A criança de 2 a 6 annos (notas de pedagogia pratica para os jardins de infância) (Tradução e adaptação brasileira de Alcina Tavares Guerra professora do ensino publico primário no Distrito Federal. 1930), 419.

⁸³ Paulilo, A Estratégia como invenção – As políticas públicas de educação na cidade do Rio de Janeiro entre 1922 e 1935.

⁸⁴ Carneiro Leão’s Reform occurred between 1922 and 1926, a few years before Fernando de Azevedo’s Reform. According to Paulilo (2001), Carneiro Leão advocated a school close to life based on science, experience and child activity. Although Carneiro Leão did not label the reform “New School”, he widely used concepts such as globalisation, centres of interest and project method. For more information see: André L. Paulilo, Reforma Educacional e Sistema Público de Ensino no Distrito Federal na Década de 1920 (Master’s degree dissertation, Universidade de São Paulo, 2011).

⁸⁵ Mirian Warde, “John Dewey through the Brazilian Anísio Teixeira or Reenchantment of the World”, in Inventing the Modern Self and John Dewey, 203–30. Mirian Warde, “Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History, in Rethinking the History of Education: Transnational Perspectives on Its Questions, Methods, and Knowledge, ed. Thomas Popkewitz (New York: Palgrave Macmillan, 2013), 109–32.

⁸⁶ Omer Buyse, Méthodes américaines d’éducation générale et technique (Paris: D. Dunod and E. Pinat, 1913), 54–57.

⁸⁷ It is interesting to highlight how Buyse describes the work with these “centres d’intérêt”: “Suivant un procédé constant, la discussion entre les professeurs et élèves fait surgir de ces ‘centres d’intérêt’ les sujets à traiter; l’enfant s’y applique avec ardeur, son imagination y attache des sentiments et des souvenirs; il y poursuit la réalisation tangible d’une pensée personnelle.” Buyse, Méthodes américaines d’éducation générale et technique, 56.

⁸⁸ Lourenço Filho, Introducção ao Estudo da Escola Nova, Companhia Melhoramentos de São Paulo, (São Paulo: Bibliotheca da Educação organizada pelo Prof. Lourenço Filho, vol. XI, 1930), 136–37. This book sold around 14,000 copies, making it a huge editorial success.

⁸⁹ Districto Federal, Programmas para os Jardins de Infancia e para as Escolas Primarias, 11.

⁹⁰ David Hamilton, Towards a Theory of Schooling (New York: Falmer Press, 1989), 85.

⁹¹ Ibid., 11–12.

⁹² Ovide Decroly and Mlle Monchamp, Iniciação á actividade intellectual e motora pelos Jogos Educativos (Ilustrada com 36 figuras. Tradução e adaptação brasileira de Nair Pires Ferreira) (Rio de Janeiro: F. Briguiet and Cia, 1929), 7.

⁹³ Unfortunately, we were not able to find any examples of the games before we finished this article.

⁹⁴ Amélie Hamaïde, La Méthode Decroly (illustrée de 57 planches hors texte en noir et en couleurs et de nombreux dessins, préface du Dr. Ed. Claparède professeur à L’Université de Genève – deuxième edition, revue et augmentée – Editions Delachaux et Niestlé S. A. Collection d’Actualités Pédagogiques publiée sous les auspices de l’Institut J. J. Rousseau et La Société Belge de Pédotechnie, 1927), 5–6.

⁹⁵ Amélie Hamaïde, O Methodo Decroly (ilustrado com 21 figuras, prefacio do Dr. Ed. Claparède professor da Universidade de Genebra, traducção e adaptação brasileira de Alcina Tavares Guerra, professora do ensino publico primário do Districto Federal, F. Briguiet and Cia, Rio de Janeiro, Collecção Pedagógica publicada sob a direção de Paulo Maranhão, inspetor escolar do Districto Federal, 1929), 21. We choose not to translate this passage into English because the process of translating it would change meanings and end up not allowing the reader to apprehend the differences between the French and Portuguese versions.

⁹⁶ Hamaïde, La Méthode Decroly, 89.

⁹⁷ Ibid., 5.

⁹⁸ Ibid., 130–31.

⁹⁹ Ibid., 132–33.

¹⁰⁰ Ibid., 170–232.

¹⁰¹ A few years later Paulo Maranhão would release his own book about mental tests: Escola Experimental, testes – testes mentais, testes de escolariedade, programa de testes, 3 edição (Rio de Janeiro, 1938).

¹⁰² Maria Del Mar Pozo Andrés, “Desde L’Ermitage a la Escuela Rural Española: introducción, difusión y apropiación de los ‘centros de interés’ decrolyanos (1907–1936),” Revista de Educación, número extraordinario (2007): 143–66.

¹⁰³ Amélie Hamaïde, O Método Decroly (Tradução de Alcina Tavares Guerra, segunda edição aumentada, 66 figuras, Coleção Pedagógica) (Rio de Janeiro: Briguiet e Cia, 1934).

¹⁰⁴ Paulo Maranhão, “Escola Activa,” Educação, órgão da Directoria Geral de Instrucção Publica e da Sociedade de Educação de São Paulo, Agosto e Setembro, IV, no. 1 and 2 (1928): 167–72.

¹⁰⁵ Ovide Decroly and Gérard Boon, Vers L’Ecole Rénovée – une premiére étape (Brussels and Paris: Office de publicité, Librairie Fernand Nathan, 1921).

¹⁰⁶ Filho, Introducção ao Estudo da Escola Nova.

¹⁰⁷ This programme was written by Fernando de Azevedo, Haydéa Fiuza de Castro, Joaquim Teixeira Dalto and Beatriz G. Rocha in Districto Federal, Programmas para os Jardins de Infancia e para as Escolas Primarias.

¹⁰⁸ Districto Federal, Programmas para os Jardins de Infancia e para as Escolas Primarias, 22.

¹⁰⁹ Ovide Decroly. L’Examen affectif en général et chez l’enfant en particulier, 3rd éd. revue (Brussels: Maurice Lamentin, éditeur, 1926).

¹¹⁰ Districto Federal, Programmas para os Jardins de Infancia e para as Escolas Primarias, 21.

¹¹¹ Districto Federal, Programmas para os Jardins de Infancia e para as Escolas Primarias, 22.

¹¹² M. and E. Goué, Como fazer observer nossos alunnos (Tradução e adaptação brasileira de D. Rita Amil de Rialva, 1929).

¹¹³ Kergomard and Brés, A criança de 2 a 6 annos (notas de pedagogia pratica para os jardins de infância).

¹¹⁴ Ibid., 4–5.

¹¹⁵ Ibid., 344.

¹¹⁶ Rita Hofstetter and Bernard Schneuwly, “Contrasted Views of New Education on Knowledge and its Transformation: Anticipation of a New Mode or Ambivalence?,” Paedagogica Historica 45, no. 4–5 (2009): 453–67, here 453.

¹¹⁷ Ovideo Decroly, “Le Programme d’une école dans la vie,” in L’École Nationale no. 11, Bibliotec Royale (1908): 360–62, here 362.

¹¹⁸ For more see: Angelo Van Gorp, Frank Simon and Marc Depaepe, “Introducción,” in La función de globalización y la enseñanza y otros ensayos, ed. Ovide Decroly (Madrid: Ministerio de Educación y ciencia, editorial biblioteca nueva, 2006) and Angelo Van Gorp, “From Special to New Education: The Biological, Psychological and Sociological foundations of Ovide Decroly’s Educational Work,” History of Education 34, no. 2 (2005): 135–49.

¹¹⁹ John Dewey, How we Think (Boston, New York and Chicago: D. C. Heath, 1910). The translated work is: John Dewey, Comment nous pensons, trans. from the English by Ovide Decroly, Bibliothèque de Philosophie scientifique (Paris: E. Flammarion, 1925).

¹²⁰ Tom De Coster, Marc Depaepe, Frank Simon and Angelo Van Gorp, “Dewey in Belgium: A Libation for Modernity? Coping with his Presence and Possible Influence,” in Inventing the Modern Self and John Dewey, 85–110, here 96–97.

¹²¹ Iris Murdoch, Under the Net (London: Vintage Books, 2002), 22.

Additional information

Funding

This work was supported by the Brazilian agencies Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) and Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq).