Vol. 27 (2023)

"In memoriam de Lucía Iglesias da Cunha, recognizing and remembering forever his scientific, academic and human work in favor of Social Education in Galicia".

The first documented references to Social Education are located chronologically at the beginning of the 19th century. Since then, in convergence with the increasing relevance that the Social Sciences will acquire and its emphasis on the consideration of education as a fact or a social practice, will provoke new readings of the educational work; in particular those seeking to respond to the many needs that emerge from daily life, such as care for children and youth in situations of inadequacy and social risk, the education of adults, or socio-cultural animation. In any case, without ignoring the important advances that are registered in the Sciences of Education (in particular the Social Pedagogy), in the action-social intervention and the Social Work. The democratization of societies, the rise of educational, social and cultural policies, in conjunction with the development of academic training in universities, together with the incessant professionalization of these areas, will decisively mark its historic journey in Europe and the world. This is reflected in this monograph by highlighting the important recognition that Social Pedagogy and Social Education are acquiring in the Ibero-American space, with explicit allusions to the Galician, Spanish, Portuguese and Latin American realities, focusing the historical perspective on four main dimensions: contextual, theoretical-epistemological, formative-academic and professional.

While much research has been carried out on the facts, authors, approaches and events related to the origin and construction of social pedagogy and the development of social education, no single, comprehensive history of the discipline in Spain has ever been written. The aim of this article is to contribute new data towards righting that omission. The first section examines the European influences that arrived in Spain in the 20th century, while the following two contain a first-person account of one of the authors’ experience of and participation in the construction and development of social pedagogy and education in Spain, and the attempt to establish social pedagogy as a specific area of knowledge in Spain. The fourth section focuses on the professionalisation of social education

This article analyses the role of Spanish and Portuguese educators in the development of social pedagogy and education in the Americas and their reciprocal exchanges towards the creation of an Ibero-American social pedagogy. The study offers an interpretive historical narrative organised into four periods: the transition from colonial slavery to the modern origins of human rights and social education in Latin America, with a focus on the liberating mission of the Catholic church; 19th-century developments in social pedagogical thought, including the struggles for independence in the Americas and the dynamics of Enlightenment and revolution in Spain and Portugal during that period; the Spanish-Portuguese exile influence on social education and social pedagogy in the Americas in the 20th century; and the role of Spanish and Portuguese educators in the construction of an Ibero-American social pedagogy and a global alliance of practitioners and researchers in the 21st century

This article presents a historical bibliographical study of the development of social education in Brazil, Uruguay and Chile, and the authors’ immersive reflection on that process. Education in these countries has been marked by the absence of a broad conception of what social means, and the repercussions that has had on the development of more sustainable, democratic societies. While schools represent the only significant educational space in this historical context, the study highlights the significant presence of currents and movements of popular, non-formal and adult education that reflect the challenges facing education in schools and communities alike. In recent decades, important new modalities and policies of social education have been formulated and progress has been made towards the configuration of social education as a profession. At the same time, academic interest and inquiry in the area has grown and begun to explore the connections between social education and social pedagogy

This article presents a historical account of the professional, academic and scientific development of social education in Galicia as a specialised university discipline. The academic trajectory of social education dates from the inclusion of ‘socio-educational intervention’ as a specialisation within the Bachelor’s degree in Philosophy and Education Science (Pedagogy) at the University of Santiago de Compostela and efforts to have the different socio-educational practices and occupations recognised as professions. The academic, scientific and professional development of social pedagogy has led to the consolidation of an epistemological corpus of its own. The milestones of social pedagogy and education in Galicia show that the political, ideological and ethical commitment inherent in this field of knowledge and professional practice and the collaboration between academic and professional spaces remain essential to facing future challenges.

This article examines the emergence and development of social education in Portugal, in secondary and higher education. The analysis focuses on two cases: the development of the Bachelor’s degree in Social Education and the specialisation in socio-educational intervention as part of the Master’s degree in Intercultural Mediation and Social Intervention at the Polytechnic Institute of Leiria (School of Education and Social Sciences); and the inclusion of Social Education at the Instituto Politécnico do Porto (Escola Superior de Educação), which pioneered the Bachelor’s degree in Social Education in 1993, and one of whose main research areas is the protection and fostering of at-risk children and young people.

This article presents a historical study of the Higher Diploma in Social Education (HTSE) at the University of the Algarve. The study uses a theoretical-conceptual framework  to highlight trends in academic training processes and their influence on the emergence of types and profiles of social educators. The analysis examines the institutional context of the training received, including the prevailing training ethos and specific features and contradictions of the programme. The results offer epistemological insights regarding the future direction of social education training and training institutions.

This article examines the professional path of social education in Spain since the 1970s from the point of view and experience of social educators themselves. From a historical perspective, the text explores the external or social processes of articulation of social education as a profession, including the introduction of the Diploma in Social Education, and the recognition and regulation ; and the internal construction of the profession through its foundation documents (definition, Code of Ethics, and Catalogue of Functions and Competences of Social Educators). The article also highlights the need to continue to defend the dignity of the profession and better social and employment conditions, and some of the challenges facing social education in the coming years.

Social education has become recognised as a distinct social and educational profession from other, more established social work professions. The professional identity of social educators has been constructed through both their own teaching practice and the support of the professional association that represents them: the Association of So-cial Education Graduate Professionals (APTSES). Association membership and activities have played a key role in the development of the profession and profile of social education. Against the backdrop of unexpected social transformations in recent years, including the COVID-19 pandemic and the occupation of Ukraine by Russian troops, social education has emerged as a profession in constant development, requiring new recognition, legitimation and commitment to its role and responsibilities, and continuous reassessment of its tools and methodologies.

Educational sociology emerged and developed in Spain during the country’s transition to democracy. One of its main purposes was to analyse the authoritarian education system inherited from the dictatorship in order to transform and democratise it. This article provides a synthesis of the author’s three main areas of research: genealogical analysis; educational reforms (especially the 1990 LOGSE / General Education System Reform Act); and the complex relationships between male domination and access to formal education. The aim of this research is to support new critical inquiry in the field of educational sociology.

This study is based on the PhD thesis Education in Vila Nova de Gaia, between 1880 and 1930: Associations, Schools and Personalities. The article examines the govern-ment-run and João de Deus mobile schools created in the city of Vila Nova de Gaia, the largest municipality in the Oporto Metropolitan Area and the third most populous in Portugal. The aim of the study is to assess the impact of the mobile schools experiment at the turn of the 20th century on the development of literacy in Vila Nova de Gaia based on newspaper and other documentary sources from the João de Deus Museum.

The Helen Keller School for Children was a landmark initiative in the pedagogical history of disability in Portugal in the 20th century. The school was created as part of the Mod-ern School Movement and catered for children with different types of visual impairment. This article focuses on the school magazine A Pérola, which featured work created by the students themselves, reflecting the spirit of cooperation between students and teachers. Printed in text and Braille, the magazine was both a record of day-to-day life at the school and a means of disseminating the institution’s pedagogical model: inclusion of others, harmonisation of differ-ence, celebration of pedagogical diversity, and preparation of students for their social, academ-ic and professional lives afterwards through the experience of inclusive education.

The Second Spanish Republic was a golden age in Galician education. Teachers embraced new educational techniques, rejected outdated, non-scientific views of teaching, and tried to overturn the classist view of education. Teachers like Fernando Barcia and Ber-nardo Mato were a small but important part of this new way teaching and living.

En los colegios de Anceis, la Guarda y Vigo was first publis-hed in 1925 by two former students, Xavier Ozores Pedrosa and Juan More-no Oterino, to mark the 50th anniversary of their alma mater, Apóstol Santia-go, founded in 1872 by the Society of Jesus in Galicia. The book contains ‘a collection of photographs, and a conversation between two former students, talking about what you will have talked about in a hundred conversations before, making this the hundred and first’. The 331 pages of the volume touch on different aspects of academic life at the school, from its foundation at the Pazo de Anceis, ancestral home of the Ozores family (A Coruña, 1872- 1875), through its relocation first to Pasaxe de Camposancos (A Guarda, 1875-1916) and finally to Bella Vista (Vigo) in 1916.

The Irmandades da Fala (Language Brotherhoods) believed in the transmission of Galicianist knowledge and values through education, and that this education could and should be achieved through newspapers, literature, talks and schools.

After many years of intense research and editing, the Consello da Cultura Galega has produced a complete new edition of De historia natural y de todo género de erudición, written between 1762 and 1765 by the Enlightenment Galician Benedictine, Martín Sarmiento. Like other works by the great polygraph and polymath written between 1743 and 1770, this book contains numerous didactic reflections on and analyses of different educational matters, and is imbued with the influence of Sarmiento’s fellow pedagogues and Enlightenment contemporaries Comenius, Locke, Rollin and Verney.

Na rota da educação examines the incorporation of socio-pedagogical and historical-anthropological concepts into the field of education. The book’s methodology eschews the more usual chronological narrative of events and trends, and provides instead a panoramic account of the different issues and sub-issues concerning contemporary education. The result is densely theoretical and deeply researched, and is sure to become required reading for educational specialists.

Le Bureau International d’Éducation, matrice de l’internationalisme éducatif (premier 20^e siècle) examines the history of the International Bureau of Education (IBE) from its creation in 1925 to the establishment of a joint commission with the then recently founded UNESCO in 1952. The transformation of the IBE into the first intergovernmental organisation dedicated to the field of education and a matrix of educational internationalism began in 1929 with the appointment of Jean Piaget as director.

To commemorate the 160^th anniversary of the institution, Nuno Martins Ferreira’s new book tells the remarkable story of the Asilo de San João de Lisboa (San João de Lisboa Girls’ Home), including aspects of life at the boarding school, the management and financial challenges it faced, and the charitable, educational mission of the home’s Masonic founders

Book A música represalaida. Unha foliada de memoria, coordinated under the baton of the researcher, teacher and musician José Luis del Pico Orjais, and promoted by the Historical Memory Area of the Documentary and Bibliographical Heritage Service of the Diputación de Pontevedra, compiles twenty-four articles that rescue from oblivion different entities and people related to music that suffered the Franco repression. This "memory score" is accompanied by musical pieces that can be accessed through the QR code incorporated in the publication. The book seeks to recover the memory of biographies that reflect crimes of Francoism and value the legacy that these people left in the exercise of their profession, "because each recovered composition is a light lit in the Francoist darkness" (Del Pico Orjais, 2023, p. 14).

História e memória da educação rural no século XX is a timely and enlightening history and analysis of rural education in Brazil in the 20^th century, especially in relation to the period from the 1930s to the late 1970s. The clarity and relevance of the conceptual and methodological frameworks make this volume required reading for students and specialists alike.

The aim of this extensively researched and documented study is to recover the past, revive personal memories and wider collective memory about significant life moments, and uncover hidden and forgotten sources. The resulting plurality of perspectives and dynamics reinforces local identity and enriches the academic and scientific community.

This new book by Marc Depaepe, Frank Simon and Angelo Van Gorp is the culmination of more than twenty years of research into the life and psychopedagogical work of the Belgian doctor and educational innovator – at home and internationally – Jean-Ovide Decroly. The book reflects the academic and methodological expertise of the authors, as they re-examine existing ideas about Decroly’s biography and legacy in the light of disruptive new ‘demythologising’ information.