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 年代的十年在具有独特相关性的过程和问题方面极为丰富，并且在辩论和新提案的产生方面也是一个多产的十年。战后时期的社会气候使 19 世纪自由主义所确立的最理性主义的戒律陷入危机，并倾向于将与精神和敏感性相关的知识形式纳入其中，超越理性的优势。为了探索一些教育重点，我们将重点关注 1921 年进行的全国民俗调查，其结果被收集在民俗收藏中。这是一项倡议，要求全国各地学校的教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、