The series The Alexander-Dewey Arithmetic: appropriations of the progressive education
The following paper focuses on the series The Alexander-Dewey arithmetic, which was written by GeorgiaAlexander, edited by John Dewey, and published in 1921. The aim was to identify the context of production ofthe aforesaid series, exploring concepts as social place and authorized discourse, and asp...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2017 |
| Country: | Brasil |
| Institution: | Universidade Estadual de Campinas (UNICAMP) |
| Repository: | Zetetiké (Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8648421 |
| Online Access: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8648421 |
| Access Level: | Open access |
| Keyword: | John Dewey Georgia Alexander Aritmética EUA |
| Summary: | The following paper focuses on the series The Alexander-Dewey arithmetic, which was written by GeorgiaAlexander, edited by John Dewey, and published in 1921. The aim was to identify the context of production ofthe aforesaid series, exploring concepts as social place and authorized discourse, and aspects that connect it withthe progressive education and Dewey’s ideas. The discussion was based on such authors as Michel de Certeauand Roger Chartier. Besides the series of arithmetic, the main sources were the correspondence of Dewey andpedagogical journals from the USA. Among the evidences, it is possible to notice that both the discoursespropagated by the series and the reception by the critics put in evidence the social aspect, the incorporation ofreal-life situations, and the child as author of his learning. |
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