Educational Practices and Teaching Styles in Twentieth-century Spain. Reflections in the Revista de Educación

Abstract

The pedagogical historiography of recent decades, supported by the profound changes experienced in the world of education, has focused its interest on the study of the school as a social space that is built with its own culture. The game of interactions established between the trilogy of dimensions that make up this school culture (theories, norms and practices) is concretizing a set of beliefs, ways of thinking, values, habits, ways of doing and organizing the processes that, together with the influence of socio-political contexts, explain the meaning reached by school practices and pedagogical styles of each historical moment.

In this cycle of more than half a century, the Revista Nacional de Educación, since January 1941, and under the heading of Revista de Educación, since 1952, is presented as an exceptional witness of the evolutionary genealogy of contemporary Spanish education, since it has not only served as a support and dissemination of educational and cultural contents, but it has played a prominent role in the generation of knowledge.

The objective of this work, framed in the celebration of the 400th issue of the Journal of Education, focuses on proposing a rereading of the models of school practices and pedagogical styles developed in twentieth-century Spain, from a look at the pages of the Journal; a narrow look in two directions: on the one hand, in school practices, together with pedagogical styles, leaving aside discourses and regulations; on the other, aware of the impossibility of exhausting the story of such an extensive period, he prioritizes the review over the key moments that are marked by the evolution of these pedagogical styles of the twentieth century.

Keywords: Education, school practices, teaching styles, Revista Nacional de Educación, Revista de Educación