This collection encompasses a period that spans two centuries, in which Brazil serves as a point of departure and of arrival for the analyses of circuits that, intertwined within the national borders, stimulate the reflection about international transits, hybridizations, and appropriations in a process of transnational circulation of subjects and artifacts, in which pedagogical and social models and knowledges are not excluded. The chapters deal with voyages, trajectories, and exchanges, rethinking the beliefs that for a long time drove politicians, educators, and scholars in search of the best ways to construct national systems of education. Firstly, because they presupposed the existence of fixed and univocal relationships that start from the supposed center toward the regions perceived as peripheral, with no margin for examining the reverse circuit. Secondly, they elided the perception of those territories as transitory and resulting from historically shifting geographic and symbolic constructions. Lastly, they ratified the violence of the processes of exclusion based on the attribution of subalternities brought about by a historiographic narrative in education that presents itself as a reference.
This collection examines Brazil as a point of departure and of arrival for the analyses of circuits that, intertwined within the national borders, stimulate the reflection about international transits, hybridizations, and appropriations in a process of transnational circulation of subjects and artifacts.
Part I: Relationships Between Brazil and the United States of America:
Circulation of Subjects and Pedagogical Models
1. The Training Path of a Brazilian Teacher in the United States of America
(1883-1887): The Case of Maria Guilhermina Loureiro De Andrade
2. Showing Advances to the World: The Education in the State of São Paulo
(1903) Report
3. From Brazil to the United States of America, From Teachers College,
Columbia University to The World: Appropriation, Production, and Circulation
of Ideas in the Educational Field
4. New School and Modern Architecture: Intersections Between 1930 and 1960
Part II: Transnational Circuits of Artifacts and Representation Models
5. A Kaleidoscope of Images in Exchange: The Pictorialist Movement in the
Promotion of Photographic Education and Photographic Production
6. Post-Colonial Perspectives in Education: An Analysis from the Material
School Culture
7. For a Polycentric History of Education: The Brazilian School Museum
Between Brazil, Portugal, and France (Late 19th Century)
8. Who Says What is Best in Education: An Analysis of the Trajectories of
the Authors of Pedagogical Manuals (Brazil, 1870-1970)
Diana Gonçalves Vidal is Full Professor in the School of Education at the University of São Paulo, Brazil.
Vivian Batista da Silva is Associate Professor in the School of Education at the University of São Paulo, Brazil.
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