Columbia Teachers College and Educational Psychology in Brazil: Circulation and Appropriation
Columbia Teachers College and Educational Psychology in Brazil: Circulation and Appropriation
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巴西哥伦比亚师范学院和教育心理学：流通和拨款
DOI：
10.1177/01614681221137132
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
M. J. Warde
中科院分区：
文献类型：
--
作者：
A. Rocha;M. J. Warde
100.背景/情况：在巴西，1920年代和1930年代的特点是在州一级采取了旨在改革公立学校制度的举措。正如我们在本文中分析的两位教育家的工作一样，巴西的教育家们出国旅行，寻找可以帮助他们思考本国教育现代化的经验。一些人，如伊萨亚斯·阿尔维斯和诺米·鲁道夫，主张在学校使用心理测试作为改变的一部分。他们翻译并调整了20世纪30年代给小学生的外国测试。研究重点：我们的工作涉及的经验，两个巴西人谁访问了师范学院（TC），哥伦比亚大学，在纽约，在1930年：伊萨亚斯阿尔维斯和诺米达席尔瓦鲁道夫。当他们回到巴西时，两人都协调了应用心理学的服务：里约热内卢的阿尔维斯和圣保罗的鲁道夫。研究设计：我们的工作通过这两位教育工作者的经验，对巴西心理测试的使用进行了历史分析。结论/建议：本文以阿尔维斯和鲁道夫为参照，展示巴西教育家与美国教育理论的关系。沿着这一进程，TC是巴西教育工作者与美国教授和作家之间的重要调解空间。虽然TC在鲁道夫和阿尔维斯的工作中发挥了重要作用，但两人对当地条件采取了不同的方法。在这样做的过程中，他们产生了另一种知识，显示了巴西教育工作者在研究TC教授讨论的美国作家时的一些可能性。
Background/Context: In Brazil, the 1920s and 1930s were characterized by initiatives intended to reform public school systems at the state level. As in the case of both educators whose work we analyze in this article, Brazilian educators traveled abroad searching for experiences that could help them think about the modernization of education in their own country. Some, like Isaías Alves and Noemy Rudolfer, advocated for using psychological tests in schools as part of the change. They translated and adjusted the foreign tests, which were given to primary school students during the 1930s. Focus of Study: Our work deals with the experiences of two Brazilians who visited Teachers College (TC), Columbia University, in New York, in 1930: Isaías Alves and Noemy da Silveira Rudolfer. Both coordinated services of applied psychology when they returned to Brazil: Alves in Rio de Janeiro and Rudolfer in São Paulo. Research Design: Our work develops a historical analysis of the use of psychological tests in Brazil through the experiences of these two educators. Conclusions/Recommendations: Using Alves and Rudolfer as a reference this article intends to demonstrate the relationship that Brazilian educators developed with the American education theories. Along this process, TC was a significant space of mediation between the Brazilian educators and the American professors and authors. Although TC played a substantial role in Rudolfer’s and Alves’s work, both took different approaches to local conditions. In doing so, they produced another knowledge, showing some of the possibilities open to Brazilian educators when they looked at American authors discussed by TC professors.