Educación y diplomacia cultural en la primavera de Europa (1948-1954)

  1. Luis Domínguez Castro 1
  2. José Ramón Rodríguez-Lago 1
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

Revista:
Revista de educación

ISSN: 0034-8082

Ano de publicación: 2019

Número: 383

Páxinas: 63-84

Tipo: Artigo

DOI: 10.4438/1988-592X-RE-2019-383-401 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista de educación

Resumo

The role played by schools and education in the so-called European spring has not been sufficiently assessed. Institutions such as the Western European Union, the Unesco, the European Movement or the Council of Europe have organized a great number of seminars and meetings attended by primary and secondary teachers, education inspectors and intellectuals who discussed how to teach the values of peace and international cooperation and how to introduce the idea of Europe at schools. By applying the theoretical principles of Nye¿s soft & relational power and using a qualitative and historiographic methodology, we aim at analysing those meetings documents in order to identify the resources are used by each state in their fight for cultural hegemony in education, and to lay the foundations for Europe to be taught at schools. Thus, Modern Languages and History are the most studied disciplines. It is also stated that the teaching of a foreign language is necessary in primary school curricula; English leads the way as schooling language and French fights for keeping its hegemony resorting to a highly active cultural diplomacy. A general European history book won¿t be warmly received, but to lessen the excesses of national myths in text books is said to be indispensable. Finally, it is considered that recent history must own a place in the curricula so as to avoid the risks of its possible manipulation by European younger generations.

€ Ver financiamento

Información de financiamento

Este trabajo fue financiado con cargo a los proyectos HAR2015-64429-C2-1-P del Ministerio de Economía y Competitividad y JEAN MONNET PROJECT, 574846-EPP-1-2016-1-ES-EPPJMOPROJECT de la Education, Audiovisual and Culture Executive Agency. European Commission.

Financiadores

Referencias bibliográficas

  • Bayet, J. (1949), Rapport a la Conférence Culturelle de l´Europe Unie sur la éducation par M. Jean Bayet. Archives Historiques de l´Union Européenne (AHUE). Carpeta ME-540.
  • Bossuat, G. (1994), Fondateurs de l´Europe, Paris: Belin.
  • Bossuat, G. (2005), Faire l´Europe sans defaire la France, Bruxelles: Peter Lang.
  • Consejo de Europa (1952a), Les actitivites culturelles du Conseil de l´Europe. Memorandum présente au Comité des Experts culturels par le SousComité Consultatif des Cinq, Strasbourg, 24-28 avril 1952. Recuperado de https://rm.coe.int/16804e17e7#search=%22Comite%20des%20 experts%20culturels%22, la enmienda en http://coe.archivalware. co.uk/awweb/pdfopener?smd=1&md=1&did=938985
  • Consejo de Europa (1952b), Asemmblee Consultative. Commission des Questions culturelles et scientifiques. Proces-verbal de la séance tenue à Strasbourg, le jeudi 29 mai 1952. Recuperado de http://coe. archivalware.co.uk/awweb/pdfopener?smd=1&md=1&did=676729
  • Consejo de Europa (1953a), Programme du Symposium sur la revision des manuels d´histoire, Calw (Forêt-Noire,) (4 -12 août 1953). Recuperado de http://coe.archivalware.co.uk/awweb/ pdfopener?smd=1&md=1&did=960396
  • Consejo de Europa (1953b), Compte Rendu du symposium sur la révision des manuels de histoire qui s´est tenu à Calw, Fôret-Noire, du 4 au 12 de août 1953. Recuperado de http://coe.archivalware.co.uk/awweb/ pdfopener?smd=1&md=1&did=496234
  • Davies, N. (1996), Europe. A history, Oxford: Oxford University Press.
  • Delgado Gómez-Escalonilla, L. (2015), “Los dilemas de un propagandista reticente. El caso de Estados Unidos” en Gavari Starkie, E. y Rodríguez Jiménez, F.J. (coords.), Estrategias de diplomacia cultural en un mundo interpolar, pp. 47-94. Madrid: Editorial Universitaria Ramón Areces.
  • Evans, I. (1948), Carta de 19 de marzo de 1948 de Ifor Evans a Kenneth Lindsay. AHUE. Instituto Europeo de Florencia. Carpeta ME-390.
  • Flick, U. (2004), Introducción a la investigación cualitativa, Madrid: Morata.
  • García Pedraza, R. (2015), “Desafíos a la igualdad en el siglo XXI: dificultades y retos del modelo de escuela comprensiva”, Revista Española de Educación Comparada, 26, 135-152.
  • Gavari Starkie, E. (2015), “La política educativa: ejemplo del soft-power europeo” en Gavari Starkie, E. y Rodríguez Jiménez, F.J. (coords.), Estrategias de diplomacia cultural en un mundo interpolar, pp. 3146. Madrid: Editorial Universitaria Ramón Areces.
  • Gómez Carrasco, C.J. y Chapman, A. (2017), “Enfoques historiográficos y representaciones sociales en los libros de texto. Un estudio comparativo, España-Francia-Inglaterra”, Historia y memoria de la educación, 6, 319-361.
  • Haigh, A. (1974), Cultural Diplomacy in Europe, Strasbourg: Council of Europe.
  • Judt, T., (2007), Pasado Imperfecto. Los intelectuales franceses 1944-1956, Madrid: Taurus.
  • López Facal (2010), “Nacionalismos y europeísmos en los libros de texto: identificación e identidad nacional”, Clio&Asociados, 14, 9-33.
  • Morales Gil, F.J., (2007), “La difusión de la metodología activa en la enseñanza de los idiomas en España: el caso del francés”, XXI. Revista de Educación, 9, 237-251.
  • Mouvement Européen, (1949), Conférence Européenne de la Culture. Résolutions e déclaration finale. Lausanne: Mouvement Européen.
  • Nye, J. (1990), Bound to Lead: The Changing Nature of American Power, New York: Basic Books.
  • Nye, J. (2004), Soft Power: the means to success in world politics, New York: Public Affairs.
  • Nye, J. (2011), The Future of Power, New York: Public Affairs.
  • Puren, Ch. (2012) [1988], Histoire des méthodologies de l´enseignement des langues vivantes, Paris, Nathan-CLE International. Recuperado de https://www.aplv-languesmodernes.org/docrestreint.../puren_ histoire_methodologies.pdf
  • Rougemont, D. (1949), Présentation du Rapport General par Denis de Rougemont (discours prononcé le 8 décembre 1949 à la première séance plénière), AHUE. Carpeta ME-538.
  • Sartre, J-P. (1949), Défense de la culture française par la culture européenne, Paris  : Centre d´Études de Politique Etrangère. AHUE. Instituto Europeo de Florencia. Carpeta ME-528.
  • Scott-Smith, G. & Krabbendam, H. (eds.) (2004), The Cultural Cold War in Western Europe, 1945-1960 (Studies in Intelligence), London: Routledge.
  • Saunders, F. S. (1999), Who Paid the Piper? The CIA and the Cultural Cold War, London: Granta.
  • UNESCO (1950), Better History Textbooks, Paris: UNESCO
  • UNESCO (1951a), International educational seminar on the teaching of history as a means of developing international understanding, Final report of the study group II. Sévres: UNESCO. Recuperado de http:// unesdoc.unesco.org/images/0015/001556/155685eb.pdf
  • UNESCO (1951b), International educational seminar on the teaching of history as a means of developing international understanding, Final report of the study group III. Sévres: UNESCO. Recuperado de http:// unesdoc.unesco.org/images/0015/001556/155684eb.pdf
  • UNESCO, (1954), An account of the International seminar on the contribution of the teaching of modern languages towards education for living in a World community, Paris: UNESCO. Recuperado de http://unesdoc.unesco.org/images/0012/001261/126139eb.pdf
  • Vigander, H. (1950), Mutual Revision of History Textbooks in the Nordic Countries, Paris: UNESCO
Fonte de datos: Dialnet