Abstract:
This paper examines the recommendations regarding a suitable school environment for childhood literacy contained in books directed at teachers published in Brazil between 1930 and 1990. In this period, such texts are transitioning from the predominant Escolanovista (New Education) ideology to a Constructivist perspective. This change manifests itself in how educators discuss the school environment organization and its importance for literacy learning: if, at first, their greatest concern was with creating a healthy environment, later it became organizing a pedagogical environment. On the other hand, these recommendations remained based on child psychology.
Keywords:
history of education; school culture; teacher education