Abstract

CALDO, Paula  and  PELLEGRINI-MALPIEDI, Micaela. Schoolarized Children According to the Books by Two Argentine Female Teachers, 1930s. Rev. colomb. educ. [online]. 2021, n.82, pp.387-410.  Epub Apr 05, 2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num82-10929.

This research article studies how female teachers thought, defined, and (prescribed) wrote about their pupils. To achieve this purpose, we will use an interpretative hermeneutical methodology from a cultural history perspective, in order to make a critica reading of two Argentine female educationists: Olga Cossettini and Herminia Brumana. While the former turned out to be an exponent of the New School movement, the atter is recognized for her anarchist-socialist militancy. These women undertook the task of producing pedagogical proposals on the basis of a childhood which is analysed as an alternative to the hegemonic Normalism. This article also makes its contribution to the line of studies that recuperate teacher's knowledge from a gender perspective, hoping to exhibit the female teacher's skills to project theoretica approaches and prescriptions regarding practices, based on heterogeneous explanatory anchorages. Therefore, while Cossettini postulated New School's sensitive and creative childhood, Brumana contextualized her pupils in a social class key, and within the framework of inequality.

Keywords : Children; teachers; education; gender; books.

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