Culture, knowledge and school disciplines in Ibero-America

Abstract

Since the beginning of the 1990s, in the Ibero-American context it is possible to recognize a series of investigations about education. It should be noted that the appearance of this concern for teaching as an object of study coincides with two milestones that have been key for the historiography of education: on the one hand, the publication of monographs 295 and 296 of the Journal of Education of the Ministry of Education. Education of Spain, which made available to the public a set of tools for the study of school subjects as a central issue to understand the relationships between school and culture (Viñao, 2006). In particular, work on the history of school disciplines (Chervel, 1991) and the history of the curriculum (Goodson, 1991) stand out. On the other hand, two years after these monographs, at the closing conference of the fifteenth ISCHE in Lisbon, Portugal, Dominique Julia (2001) raised a set of aspects around the historical study of school culture, in which it was echo of aspects also indicated in the monographs.