Bruno-Jofré Rosa
J Hist Ideas. 2019;80(3):433-453. doi: 10.1353/jhi.2019.0022.
This paper explores the reception of Dewey's ideas on democracy and education in Latin America from the beginning of the twentieth century through the "long 1960s" (1958-1974). The analysis is framed by a dynamic interplay between the local, regional, and supranational. To bring empirical specificity to Dewey's "translations," the author discusses Dewey's uptake in two political settings, in 1920s Chile and post-revolutionary Mexico, and two cases of Christian adaptation of Dewey's theories. The long 1960s signaled an epistemic shift in conceptions of education and social transformation. Dewey was not embraced while Paulo Freire and Ivan Illich became the referents.
本文探讨了从20世纪初到“漫长的60年代”（1958 - 1974年）期间，杜威关于民主与教育的思想在拉丁美洲的接受情况。该分析以地方、区域和超国家层面之间的动态相互作用为框架。为了给杜威思想的“转化”赋予实证的具体性，作者讨论了杜威思想在20世纪20年代智利和革命后的墨西哥这两个政治背景下的应用，以及两个基督教对杜威理论进行改编的案例。漫长的60年代标志着教育观念和社会变革观念的认知转变。杜威未被接受，而保罗·弗莱雷和伊万·伊利奇成为了参照对象。
