Educational heritage: school, teachers, and “green roses”
The purpose of this paper is to analyze aspects of educational heritage in (auto)biographical narratives from manuscript journals kept by an 86-year-old woman from a rural area. Those manuscripts include their author’s account of her life until she started going to school, the architecture of said s...
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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | portugués |
| Publicado: |
Faculdade de Educação/Universidade Estadual de Campinas
2020
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| Materias: | |
| Acceso en línea: | https://econtents.sbu.unicamp.br/inpec/index.php/ridphe/article/view/13840 |
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| Sumario: | The purpose of this paper is to analyze aspects of educational heritage in (auto)biographical narratives from manuscript journals kept by an 86-year-old woman from a rural area. Those manuscripts include their author’s account of her life until she started going to school, the architecture of said school, her first teacher, and material aspects of objects used for her primary schooling in 1940. This paper’s theory and methodology are based mainly on school culture and material culture concepts from authors such as Escolano Benito (2017), Felgueiras (2015), and others. This paper contributes to educational heritage by analyzing memories and writings preserved in those journals. |
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| ISSN: | 2447-746X |
