ABSTRACT

The 1920s decade was extremely rich in terms of processes and problems of singular relevance and was also a prolific decade in terms of debates and generation of new proposals. The social climate of the postwar period put into crisis the most rationalist precepts installed by nineteenth-century liberalism and favoured the inclusion of forms of knowledge linked to the spiritual and sensitivity, beyond the pre-eminence of reason. To explore some of the educational priorities, we will focus on the National Survey of Folklore carried out in 1921, the results of which were gathered in the Folklore Collection. It was an initiative in which teachers from schools throughout the country were instructed to collect the folkloric elements they found in their communities: beliefs and customs, narrations and legends, popular art and science to know and prescribe about “the spirit of the people”.

摘要

1920年代在程序和相关性问题方面极为丰富，在辩论和提出新建议方面也是丰收的十年。战后时期的社会气候使19世纪自由主义所建立的最理性主义的戒律陷入了危机，并且主张超越理性的崇高地位而纳入与精神和敏感性相关的知识形式。为了探索某些教育重点，我们将重点关注1921年进行的《全国民俗调查》，其结果收集在《民俗收藏》中。这是一项倡议，要求全国各地学校的老师收集他们在社区中发现的民俗元素：信仰和习俗，叙述和传说，