Writing in the field of education: the Inquiry on Portuguese schools (1875)

• Justino Magalhães ^[1]
  1. [1] Universidade de Lisboa

     Universidade de Lisboa

     Socorro, Portugal

     
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 52, Nº. 6, 2016 (Ejemplar dedicado a: Transnationalising the history of education in modern Korea / coord. por Klaus Dittrich, Jeroen J.H. Dekker, Yoonmi Lee), págs. 689-703
• Idioma: inglés
• Enlaces
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• Resumen

  • Writing is basically representation. Ways of writing have evolved and become adapted to circumstances and needs at material, symbolic, formal, technical, social and cultural levels. Moreover, there are forms of writing within educational writing. In the history of educational writing, it is possible to identify and distinguish educational writing, pedagogic writing and didactic writing. The aim of this paper was to record a historical evolution of the framework, configuration and constitution of writing within education, with particular emphasis on pedagogic writing. The areas in which this evolution is particularly noticeable is in the planning process and in the drawing up of inspection records, where variations and an evolution in the configuration and type of discourse may be observed. Pedagogic writing, in its substantive, intentional, normative and processed forms, paved the way for an internationalisation of the school. The pedagogic inquiry consisted of two important features, the formal and the professional. In view of the Inquiry on Portuguese schools (1875) and other historical records of the late eighteenth century, a hypothesis has been advanced and grounded that the structure of pedagogic writing in the second half of the nineteenth century was based on school inspection. This pedagogic writing established the figure of a new professional, the school inspector, for whom an authorial space was reserved for his opinion, comments and standardisation.