Den Munktellska salongen i Falun : En studie i salongens pedagogik under 1800-talet

Projektet syftar till att belysa den Munktellska salongen i Falun som en landsortsvariant av det tidiga 1800-talets svenska salongskultur i relation till internationella, främst tyska förebilder. Det mer specifika syftet är att fördjupa förståelsen av salongskulturens pedagogiska arv och dess förankring i tidens bildningsdiskussion och hur det i sin tur har påverkat senare utbildningssträvanden och skoluppbyggnad (Wilhelmy1989). Kan salongen ses som en möjlig utgångspunkt för att utforska pedagogiken under tidigare historiska epoker? Kan man tala om salongens pedagogik? och ägde salongskulturen pedagogiska kvaliteter som gick förlorade under det formella utbildningssystemets uppbyggnad? Det är frågor jag ställer mig inom ramen för detta forskningsprojekt. Ett centralt begrepp är immanent pedagogik, dvs. individens inneboende möjligheter till självförverkligande i en given social kontext (Ödman 1995). Projektet utgår tysk bildningsteori med relevans för det romantiska nyhumanistiska bildningsidealet. I förhållande till det tyska bildningsarvet uppmärksammas även den svenska bildningstraditionen från 1800-talets början (Burman & Sundgren 2010). Särskilt intresse riktas mot Uppsala universitet där spänningen mellan klassiskt arv och bildningsnytta ställs på sin spets under samma tidsperiod som salongerna blomstrar (Gustavsson 1996; Lindqvist 1976). Tidigare forskning vilar främst på internationell och Nordisk forskning där Petra Wilhelmy och Anne Scott Sørensen har en central position. Genom Eva Öhrström skapas också ett viktigt vetenskapligt underlag för den specifikt musikaliska salongen och dess betingelser. Den Munktellska salongen är placerad i en historiskt intressant miljö. Falun rankades under stormaktstiden som rikets andra stad och bidrog till uppbyggnaden av Sveriges statskick (Hildebrand 1946). Väsentligt för studien är att Stora Kopparberget utgör ett paradigm i Svensk industrihistoria vars mentalitet anses ha haft betydelse för pedagogikens inriktning i Sverige (Ödman 1995:485). Den pedagogiska debatten under 1800-talets första decennier får stora konsekvenser för utbildningsreformationen i Sverige och placerar Falusalongen i en intressant position för epokens pedagogiska förändringsarbete. Brukspatronen Johan Henrik Munktell (1804-1861) visar sig dessutom stå i förbindelse med ett unikt musikhistorisk arv som etablerades under hans bildningsresor på kontinenten under 1820-talet. Av särskilt intresse är Henrik Munktells besök i den Mendelssohnska salongen. Mendelssohns i Berlin var en av Europas viktigaste salonger och en förebild för den musikaliska salongen i Europa (Öhrström 1998, 2007). Projektet består av tre delstudier där den första upptar Johan Henrik Munktells bildningsresor under det tidiga 1800-talet. Projektets andra del undersöker hur salongen i Grycksbo formades och de förbindelser mellan Norden och Europa som salongerna skapade. Projektets tredje del riktas mot salongens didaktiska funktioner och den utbildning som döttrarna Emma och Helena Munktell fick via salongen. Genom att satsa på sina yrkeskarriärer bröt Emma och Helena Munktell mot samtidens konventioner och ideal. De avvek samtidigt mot den kanon och de genuskoder som historiskt format salongsmusicerandet. Med inspiration av begreppet immanent pedagogik prövar jag det lärande som sker i salongen i termer av ljusets och dunklets pedagogik. Begreppsparet kan knytas till bildningsdiskursen och det narrativa minnet av Berlins judiska salonger. Metoden baseras på Paul Ricoeurs hermeneutik och bygger på att de narrativa momenten kvalificeras genom tre tolkningsnivåer som tillsammans avser att ge det historiska materialet en nybeskrivning eller redéscription (Liljas 2007; Ricoeur 1984). Genom Falusalongerna kan den nordiska salongsforskningen breddas. I kopplingen till Falu gruvas internationellt kända historia finns upplysningar om salongen som i den tidigare salongsforskningen inte varit kända. Genom projektet redogörs för betingelser som bidrar till att förändra det utbildningshistoriska landskapet. Den musikaliska salongen kan med sin privat organiserade struktur ses som en möjlig utgångspunkt för att utforska pedagogiken under tidigare historiska epoker. Salongerna kan förväntas berika det utbildningshistoriska perspektivet och bidra till en djupare förståelse även av dagens skola och högre utbildning.

Historiemedvetande, historiska medier och historieundervisning

ForHiM

Interview with Regina Varnadore

In her June 26, 2013 interview with Martha Manning, Regina Varnadore details her time at Winthrop from 1986-1989 as an Elementary Education major. In particular, Varnadore describes the process of earning a degree in Elementary Education. Varnadore discusses her experience student teaching and her career as a teacher. Varnadore mentions her opinions on education in Rock Hill and employees in the school district. Provided is information on Varandore’s family, the story of Varnadore earning her Master’s degree, and her future in the teaching profession. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

A educação da mulher norte-riograndense segundo Júlia Medeiros (1920-1930)

This present work has the aim of reconstruct the biographical profile and the practices of the professor and journalist Julia Medeiros in the county of Caico, State of Rio Grande do Norte, in the 1920 s and 1930 s, justified by the visibility of this professor during the construction of the lettered society from the mentioned State and the participation in potiguar press. How were the women and educator s representations in the 1920 s and 1930 s ? With the aim to get answers, I use as sources, the Public Archive of Rio Grande do Norte and the Geographical and Historical Institute of Rio Grande do Norte, the newspaper of that time, as the available issues of Jornal das Moças (1923-1932), magazines, letters, pictures, and interviews with relatives, ex-students and friends of this intellectual woman. It was noticed that she stood out as a professor at School Group of Senador Guerra and as a journalist, sending opinions about everyday life. With this analysis, it configures, in part, her time and the history of education in Rio Grande do Norte, with the participation of teachers. Despite of her importance during the construction of education and citizenship of women, Julia Medeiros lived the two sides of the same coin: visibilty and anonymity

Mãe-esposa e professora: educadoras no final do século XIX

This text is organized through discussions undertaken in the area of the History of Education in Rio Grande do Norte, circumscribed to the History of Women from the first decades of the Brazilian Republic, and to the analysis of what was expected of this education. We examined representations of women in Natal, between 1889 and 1914, with the goal of configuring relations between the sexes with the emphasis on moral, intellectual and pedagogical aspects required of these women. As documental sources we utilized the educational, civil and criminal Legislation, on a National scope, as well as on a State and Municipal scope. We circumscribed our search to the newspaper A República, in which we found literature that circulated in Natal in the form of pamphlets, short stories and poetry, as well as other texts by authors that were part of the corpus of analysis of this study, located in public and private archives in Rio Grande do Norte, such as the Historical and Geographic Institute of Rio Grande do Norte (IHGRN) and the State Public Archive of Rio Grande do Norte (APE-RN). The use of the indexing method and the propositions of Cultural History were the appropriate theoretical-methodological framework to complete studies of this nature. This operational perspective permitted us to elaborate nuances about this time of transition from the 19th to the 20th Century, and to spotlight the fire of the women from this period. The basis of the argument that related women to maternity and domesticity, and within the ideals of abnegation and religious leadership, aligned to a demand coming from the increase in the quantity of schools for women, allocated women as the most appropriate for superior in educational performance in the country, based on its foundations: primary education. Beyond the universe of formal education, the other side of women appeared in republican politics. The mother-spouse and the institutionalization of domestic education associated the female gender with the role of educator at home as well. Be it in the public sphere, as a teacher, or in private, as mother-spouse, female care is perceived in this configuration, as an educational base that the Republic, and in transition, bequeathed to the Brazilian 20th Century

Cinema e educação :interfaces, conceitos e práticas docentes

This project goes beyond the interfacial field of cinema, History and education. We take as our object the epistemological potential of the cinema at the educational scenario, specifically the use of films integrated to the practices of History teachers and educative processes in which we have taken part as a builder. Our objective is to map, initially, the knowledge around this use to search a synthesis and its empirical application. From the methodological point of view, we have made use of different perspectives: (a) interviews with the educator subjects; (b) observation of their practices and formative circumstances; (c) filmic analysis and the relation of the cinema s epistemology with the other areas ones (initially History and further Journalism). Our analysis allowed us to portrait the film such as an epistemological-troubling category, what makes the cinema rather a builder technology and not simply a complementary and illustrative technological resource. Therefore, we have realized that the restriction to the cinema s educational function is linked to the restrictions to the theoretical categories to an only interfacial aspect: historical film as a film which portraits the past (at the historical field) and film on journalism as a film which approaches a single object of Journalism (at the journalistic field). These discussions happen, consequently, at the arena of the nature of cinema s genres (fiction and documentary), which are understood in a naïve way, simpler than its epistemological possibilities, boosted at this research when we analyze the confluence between fiction and reality. The reflections on educative practices and in formation related to the cinema had occurred in three empirical realities: research with professors in performance, practices docent s and accompaniment of students of history. Have to do with our personal career as a teacher and researcher and, when analyzed other practices, have become, unavoidably, the subject and object of this project

Em nome da república: escolas e tradições modernas

Our research aims to analyze some institutions of primary education in so-called First Republic in Natal/RN, when they were considered high standard institutions on training, dissemination and creation of national identity and republican traditions. Thus, we investigated to try to understand the creation of the new man and the invention of new traditions to confirm the status of republican modernity in two schools in Natal, the Colegio Americano, a private one, and a standard model of school, Augusto Severo, which is a public one. As a basis we have the history of institutions to analyze, paying close attention to consider the use of imitation in cultural patrimony as well as the use of strategies to distinguish. The concept of ownership follows, for present purposes, their focus of study on observation of diverse and contrasting use of these cultural objects, texts, readings and ideas from research institutions. For analysis of the link which occurs within the school environment, in every period of its history, we used the concept of school culture as a set of rules and practices which define knowledge to teach and conduct the introject. A culture that incorporates the school to keep a set with other religious cultures, political and popular of its time and space. In this sense, the educational institutions which we studied while showing what kind of in this work by preparing cultures, codes, different practices, and specific individuals they have, they were in important locations to provide modern cultural appropriation as a strategy for educational innovation and a factor of rationality and efficiency which could be observed and controlled, so gradually the modern school education was organized to produce its own society. As a challenge of affirmation and incorporating diverse social experiences to produce the modern, civilized man of the Republican time, the school, as part of the social life, which is singular in its practices, not only the set of reforms, decrees, laws and projects, but also as expressions of concept about life and society in terms of material, symbolic and cultural symbols in the social context in modernization. We focused on these two schools, because inside the wide cultural and material status of the city, they were the first republic schools which had the goal of having men and woman together culturally , with a view to adapting them to the modern movement to make them civilized / educated / rational . On this view, we would emphasize that this statement needs a reinvention as a new way through what is made at the schools which production of new spaces, practices, rites and what represents school, making and expressing a new identity, modern, different of the old symbols of the Empire. For this, nothing better than the organization of schooling, emphasizing on educating the individual and his/her responsibilities with the order and progress. We need to understand the past as a result of conflicts, including strengths and limitations within the historical and social context, and the invention of tradition as a process of formalization and ritualization of acts which want to perpetuate, as a reference to a group identity. These are practices and social educative representations which support the understanding of pedagogical and educational ideas at this historical moment, making a new way of being and doing in the Republican universe