Reflections on the elementary education have been the subject of studies on a transnational scale (Bastos & Faria Filho, 1999; Caruso, 2007, Ferreira & Schwartz, 2014, Olivatto, 2022). However, there is a need to investigate the dissemination of this teaching policy on a microscopic scale, in order to think about the ways in which this model is circulated and appropriated. With this in mind, we looked at the advertising of the so-called Mutual Teaching in the decade of Brazil's independence. We noted that we are not trying to establish an inaugural milestone, since this technology had been disseminated by the Correio Braziliense in the previous decade (Limeira & Gondra, 2022). Nor do we deal with the newspapers where it is most common, such as Diário Fluminense and Diário do Rio de Janeiro. We therefore analyzed the publicity promoted by a newspaper edited by Veiga (Souza, 2023), a literate man with many links to the ruling elites. In the 20 references to Mutual Teaching, it was possible to observe a dispersion in the forms of reference which appeal to analogies, as in the article from June 1835: "Social science is a school of mutual teaching where they (the newspapers) are perpetual monitors), but there is a greater regularity in the defense of the method, highlighting its preventive nature in relation to contagion, idleness and crime. On June 3, 1831, for example, "Hum fluminense" stated that ignorance is the "mother of all crimes and excesses". According him, "among the defendants of murder or theft, in almost all countries, more than three quarters cannot read." This causal relationship is taken up again twelve days later, through the translation of a report by the British & Foreing School Society, which radicalizes the use of statistics and comparisons to demonstrate what the title anticipates: "Importance of primary education in reducing the number of crimes". There is also information on the spread of mutual education in Goiás, São Paulo, Rio de Janeiro and Bahia, as well as evidence of the difficulties in opening, expanding and applying mutual education in elementary schools. The diagnosis of the difficulties is made clearer in the publication of an extract from the Revista Britannica (September 5, 1831), which deals with education in the United States. At the end, he states that the (few) who "study unlearn to read and write." Mutual education, which in other countries has succeeded and produced such advantageous effects, has foundered in Rio de Janeiro (...), which is attributed to "the inertia or inability of those who direct it. Everything that in this matter is a useful improvement or reform comes up against one hundred difficulties in ingrained prejudices, and more than anything, in the icy spirit of indifference". The criticism that appears in the pages of Aurora Fluminense can be seen as another way of drawing attention to the strategic nature of education and the adoption of a method tried and tested in various latitudes, as an effective way of preventing, moralizing and civilizing.

As reflexões a respeito da modernização do ensino elementar vêm sendo objeto de alguns estudos em escala transnacional (Bastos & Faria Filho, 1999; Caruso, 2007, Ferreira & Schwartz, 2014, Olivatto, 2022; dentre outros). Há, contudo, necessidade de investigar a difusão dessa política de ensinar em escalas mais microscópicas, para pensar modos de circulação e apropriação desse modelo. Com isso, observamos a publicidade do chamado Ensino Mútuo na década da independência do Brasil, cabendo advertir que não se trata de instituir um marco inaugural, posto que a difusão dessa tecnologia pelo Correio Braziliense ocorrera na década anterior (Limeira & Gondra, 2022). Tampouco tratamos dos impressos onde há maior recorrência, como no Diário Fluminense e no Diário do Rio de Janeiro. Analisamos, portanto, a publicidade promovida por um impresso editado por Evaristo da Veiga (Souza, 2023), um homem letrado, com muitos vínculos com as elites dirigentes. Nas 20 remissões ao Ensino Mútuo no Jornal Aurora Fluminense dirigido por Veiga foi possível observar uma dispersão nas formas de referência que, em linhas gerais, apelam para analogias, como na matéria de junho de 1835: “A sciencia social he huma escola de ensino mutuo aonde elles (os jornais) são monitores perpetuos”, havendo, contudo, uma maior regularidade na defesa do método, ressaltando-se o caráter preventivo em relação aos contágios, ociosidade e criminalidade. Em 3 de junho 1831, por exemplo, “Hum fluminense” afirma que a ignorancia é a “mãe de todos os crimes e excessos”. De acordo com esse articulista, “d’entre os reos de assassinios ou roubo, em quasi todos os paizes, mais de trez quartos não sabem ler.” Essa relação de causalidade é retomada doze dias depois, por meio da tradução de um relatório da British & Foreing School Society, que radicaliza o uso da estatística e da comparação com outros países para demonstrar o que o título antecipa: “Importância de instrucção primaria para a diminuição do numero dos crimes”. No regime da dispersão há ainda informações sobre a difusão do ensino mútuo, para meninos e meninas, em Goiás, São Paulo, Rio de Janeiro e Bahia, bem como indícios das dificuldades na abertura, expansão e aplicação do ensino mútuo na escola elementar. O diagnóstico das dificuldades ganha dizibilidade na publicação de um extrato da Revista Britannica (5 de setembro de 1831) que trata da instrução nos Estados Unidos. Ao final, afirma que os (poucos/as) que “estudão desaprendem a ler, e escrever.” Já o “ensino mútuo que em outros paizes tem vingado, e produzido efeitos tão vantajosos, no Rio de Janeiro naufragou (...), o que é atribuído “á inercia ou inhabilidade dos que o dirigião. Tudo quanto nesta materia he melhoramento ou reforma util topa com hum cento de dificuldades nos prejuizos arraigados, e mais que tudo, no espirito gelado de indifferença”. A crítica que comparece nas páginas do Aurora Fluminense pode ser considerada uma outra forma de chamar atenção para o caráter estratégico da instrução e da adoção de um método experimentado em várias latitudes, como um expediente eficaz para prevenir, moralizar e civilizar.

The New Education Fellowship and its German- and French-speaking sister organizations published three journals as soon as they were founded in 1921 (see Haenggeli-Jenni 2017 for an overview): The New Education, Pour l’Ère Nouvelle; Das Werdende Zeitalter. We conducted an in-depth analysis of all 3,345 main articles in these three journals, looking in particular to which countries they referred, either recounting a concrete experience or describing an aspect of its school system. In the present contribution, we focus on the 246 articles devoted to countries of the South (for the concept of the global South, see Haug et al., 2021) - the small proportion of Southern countries described is significant in itself - to analyze the discourse about these countries. These descriptions come either from pedagogues from the North, some of them very famous like Ferrière, or from the South, some of them being colonizers. Drawing on a large body of literature on the discourses of dominant, often colonial, countries concerning these countries (see, among others, McLeod & Paisley, 2016; Bagchi et al., 2014; Matasci, 2020, Takayama, 2018), we will analyze these articles according to three research questions: 1. What are the ideological backgrounds of the discourses on education held about the countries of the South, and more specifically the countries colonized, notably by France and the UK? What dimensions of domination, colonialism and even racism are expressed? 2. What are the proposals for the education of children in these countries? What school systems are recommended? 3. More concretely, what types of knowledge are offered to these populations? Is "indigenous" knowledge taken into account? Thanks to full text copies available online for the English and French journals, and produced by our research group for the German one, we will carry out quantitative and qualitative analyses of the articles in relation to these three research questions, systematically comparing the three English, French and German journals. We hypothesize that, given the political orientations of the journals - more openly socialist in the case of the German one – and the colonial relations evident in France and the UK, albeit with obvious differences, the discourses are different in each of these three journals.

La New Education Fellowship et ses organisation sœurs germanophones et francophones éditaient, dès leur constitution en 1921, trois revues (voir Haenggeli-Jenni 2017 pour une vue d’ensemble). Nous avons procédé à une analyse approfondie de tous les 3345 articles principaux de ces trois revues en fonction notamment des pays auxquels il se référaient, soit en en relatant une expérience concrète soit en décrivant un aspect de son système scolaire. Dans la présente contribution, nous nous concentrons sur les 246 articles consacrés à des pays du Sud (pour le concept du Sud global, voir Haug et al., 2021) – la petite proportion de pays du Sud décrits est en soit déjà significative – pour analyse les discours à propos de ces pays. Ces descriptions proviennent soit de pédagogues du Nord, certains très célèves comme Ferrière, soit du Sud, colonisateurs. Nous basant sur une large littérature concernant les discours des pays dominants, souvent coloniaux, concernant ces pays (voir entre autres McLeod & Paisley, 2016 ; Bagchi et al., 2014 ; Matasci, 2020, Takayama, 2018), nous allons analyser ces articles en fonction de trois questions de recherche. 1. Quels sont les discours en matière d’éducation tenus sur les pays du Sud, et plus particulièrement les pays colonisés, notamment par la France et le Royaume Uni ? Quelles sont notamment les dimensions de domination, de colonialismes, voire de racisme qui s’y expriment. 2. Quelles sont les propositions pour l’éducation des enfants de ces pays ? Quels systèmes scolaires sont-ils préconisés. 3. Plus concrètement, quels types de savoirs sont proposés à ces populations ? Les savoirs « indigènes » sont-ils pris en considération ? Grâce à des copies en plein texte disponible pour les revues anglaise et française, et produite par notre groupe de recherche pour la revue allamend, nous procéderons à une analyse qualitative et qualitative des articles en fonction de ces trois questions de recherche et en comparant systématiquement les trois revues anglaise, français et allemande. Nous faisons l’hypothèse, étant donné aussi les orientations politiques des revues, plus ouvertement socialiste pour la revue allemande, et les rapports coloniaux évidents pour la France et le Royaume Uni, avec cependant des différences évidentes, que les discours sont différents dans chacune de ces trois revues.

The study analyzes the participation of Brazilian professor Ubiratan D'Ambrosio (1932-2021) in ICME 5 – Fifth International Congress on Mathematical Education, held in Adelaide, Australia, in 1984. ICME brings together, every four years, mathematics teachers and mathematicians, representatives from almost all countries, with the purpose of presenting results of their research in the area. Such events historically refer to the creation of the ICMI - International Commission on Mathematical Instruction, in 1908. Using as research sources the documents contained in the APUA - Ubiratan D'Ambrosio Personal Archive, the communication aims to demonstrate that the ICME5 constituted It serves as a fundamental place for the dissemination of a new conception of mathematics teaching, involving cultural aspects, promoting a counterpoint to the mathematical disciplinary rationality that colonizes the ways of thinking about the school curriculum, in particular, the basic school mathematics curriculum. From the inaugural conference given by D'Ambrosio, at ICME 5, references were created for the constitution of a new field linked to the teaching of mathematics: Ethnomathematics. Following the event, the circulation and appropriation by several countries in Europe, Latin America and Africa, of this new perspective of approaching questions about school mathematics and its curriculum.

O estudo analisa a participação do professor brasileiro Ubiratan D’Ambrosio (1932-2021) no ICME 5 – Fifth International Congress on Mathematical Education, ocorrido em Adelaide, Austrália, em 1984. Os ICME reúnem, de quatro em quatro anos, professores de matemática e matemáticos, representantes de quase todos os países, com a finalidade de apresentarem resultados de suas pesquisas na área. Tais eventos remetem, historicamente, à criação da ICMI - Comissão Internacional do Ensino de Matemática, instituída em 1908. Utilizando como fontes de pesquisa os documentos contidos no APUA – Arquivo Pessoal Ubiratan D’Ambrosio, a comunicação tem por objetivo demonstrar que o ICME5 constituiu-se como lugar fundamental de difusão de uma nova concepção sobre o ensino de matemática, envolvendo aspectos culturais, promovendo um contraponto com a racionalidade disciplinar matemática colonizadora dos modos de pensar o currículo escolar, em especial, o currículo de matemática da escola básica. A partir da conferência inaugural proferida por D'Ambrosio, no ICME 5, foram criadas referências para a constituição de um novo campo ligado ao ensino de matemática: a Etnomatemática. Seguem-se ao evento, a circulação e apropriação por vários países da Europa, da América Latina e da África, dessa nova perspectiva de abordagem das questões sobre a matemátic

This contribution presents and illustrates an international research project aimed at describing, analyzing and interpreting the production, circulation and re-appropriation of knowledge (in the sense of “educational policy borrowings”; Phillips & Ochs 2004; Steiner-Khamsi, 2004), between Geneva and the countries of the South, 1919-1980. Geneva is a particularly good place to look at the question of North-South relations, thanks to the presence of South-oriented research institutions (Institut Africain, HEID, Institut Rousseau), international organizations (notably the International Bureau of Education, the World Council of Churches, Freire's place of work) and many NGOs. Based on historiographical debates concerning Eurocentrism, Europe's place in the world and the relationships between colonialism in education (e.g. Tella and Motala, 2020; Takayama et al, 2017) and conducted by a multicultural and multilingual team, the research aims to decentralize the gaze by highlighting the projection of the aforementioned institutions on the South and the agency of actors in the South. Four issues from the child and education sciences are explored: psycho-pedagogical theories and conceptions; schooling and literacy policies; teaching and educational professions; curricula and methods. Four case studies are in progress, defined according to their density of connections with "international educational Geneva", access to archives and the presence of actors in the field: Turkey, Cameroon, Brazil and Vietnam. A mixed methodology is used: qualitative and cross-analysis of archival documents in Switzerland, Europe and the countries under observation (correspondence, reports, etc.); oral interviews (witnesses, actors), quantitative approaches (e.g. lexicometry from pedagogical journals), guided by the principles of a collaborative (Tella & Motala 2020) history with "equal shares", “à parts égales” (Bertrand, 2011). The general presentation of the research project will be illustrated by four brief examples of analysis: the intervention of the Institut Rousseau in the definition of educational policy in Turkey at the end of the 1920s; debates on new education in Vietnam through the intermediary of actors from Geneva; the relations of the Bureau International d'Education with educational actors in Brazil; the role of the Institut africain and other organisms like the Institut pour le développement on the education of elites in the Third World and in Africa (among others Cemroun).

La présente contribution présente et illustre un grand projet international de recherche visant à décrire, analyser et interpréter la production, circulation et réappropriations de savoirs (dans le sens notamment de « educational policy borrowings » ; Phillips & Ochs 2004; Steiner-Khamsi, 2004), entre Genève et les pays du Sud, 1919-1980. Genève est un terrain d’observation particulièrement propice pour aborder la question des rapport Nord-Sud par la présence d’institutions de recherche orientées vers les Suds (Institut africain, HEID. Institut Rousseau), d’organisations internationales (notamment Bureau international d’éducation, Conseil œcuménique des églises, lieu de travail de Freire) et d’ONG. Se basant sur les débats historiographiques concernant l’eurocentrisme, la place de l’Europe dans le monde et les imbrications entre colonialisme en éducation (par exemple Tella et Motala, 2020 ; Takayama et al, 2017), menée par une équipe multiculturelle et plurilinguistique, la recherche vise un décentrement du regard en mettant en lumière la projection des institutions mentionnées vers le Sud et l’agentivité des acteurs du Sud. Quatre problématiques relevant des sciences de l’enfant et de l’éducation sont explorées : Théories et conceptions psycho-pédagogiques ; Politiques de scolarisation et d’alphabétisation ; Professions enseignantes et éducatives ; Curricula et méthodes. Quatre études de cas sont en cours, définies en fonction de leur densité de connexions avec la « Genève éducative internationale » l’accès aux archives et la présence d’acteurs sur le terrain : Turquie, Cameroun, Brésil et Vietnam. Une méthodologie mixte est mise en oeuvre : nalyse qualitative et croisée de documents d’archives en Suisse, en Europe et dans les pays sous observation (correspondances, rapports, etc.) ; entretiens oraux (témoins, acteurs), approches quantitatives (ex. lexicométrie à partir de revues pédagogiques), guidée par les principes d’une histoire collaborative (Tella & Motala 2020) à « parts égales » (Bertrand, 2011) couplée avec un approche d’« histoire sociale », attentive aux agentivités individuelles. La présentation générale du projet de recherche sera illustrée par quatre brefs exemples d’analyse : l’intervention de l’Institut Rousseau dans la définition de la politique éducative en Turquie fin des années 1920 ; les débats sur l’éducation nouvelle au Vietnam par l’entremises d’acteurs genevois ; les relations du Bureau international d’éducation avec des acteurs pédagogiques au Brésil ; le rôle de l’Institut africain et d’autres organismes (comme l’IPD) dans la formation des élites du Tiers-monde à Genève et en Afrique (notamment au Cameroun) .