Ver, ouvir, tocar, executar: escolarização e as “Lições sobre objetos" na instrução primária de Honduras (1821-1923)

Abstract

The present study analyzes central aspects of the schooling process, emphasizing the presence of the method-discipline "Object Lessons" in the Honduran educational system between 1821 and 1923. It focuses on the genesis and development of this program and its connections with the construction of Honduran citizenship at the time. Embedded in the context of post-independence reforms, the research examines the schooling movement, focusing on the method-discipline and its associations with the social, political, and educational transformations of the period, aiming to promote a new school culture aligned with ideals associated with modernity. The study is structured into four chapters. The first focuses on the theoretical framework and methods used in the investigation and analysis, based on the perspectives of Foucault (2014) and Chervel (1991). The second chapter discusses educational reforms in Honduras (1821-1875) and the historical milestones preceding the "Object Lessons" (1895-1923). The third chapter explores the genesis and consolidation of this method-discipline, highlighting its links to positivist pedagogies and the impact of Calkins' work in the Honduran context. The fourth chapter examines the materialization of the discipline in the form of a school manual, considering the contexts of production, reception, and transmission. Thus, the study demonstrates the importance of the so-called intuitive method, which sought to promote observation and experimentation as central educational practices. The research identified elements of continuity and change in the configuration of the discipline over the decades, revealing evidence of its persistence in the educational system until the mid-20th century. The results indicate that the "Object Lessons" played a utilitarian role in Honduran educational reform, both as a method and as a school subject. Advocates of this method-discipline argued that it would serve as a tool for forming citizens aligned with modernization demands, aiming to break away from practices classified as traditional and strengthen the presence of "positive," "objective," and "intuitive" science in the school system. However, the study also acknowledges the period's limitations, such as the restricted practical application in some regions and the challenges teachers faced in conducting lessons based on things or objects. By investigating the history of schooling and "Object Lessons," the research makes a significant contribution to studies on the history of this proposal in Honduras and, by extension, in Latin America. Finally, the analysis of this method-discipline reinforces the importance of understanding the historical dynamics of schooling, reforms, and pedagogical projects as an essential tool for reflecting on the challenges and potential of contemporary education.