Abstract
In this paper we propose to develop a critical reflection on the trajectory of the Escuela Nueva in Portugal, considering its roots and metamorphosis. We try to minimize the underlying dichotomous rhetoric in the Escuela Nueva’s discourse and systematize and analyze the main ideas included in its project. We also intend to reflect on the Escuela Nueva's legacy, in reference to the set of ideas and beliefs that have become part of what we call a progressive educational tradition. We analyze to this effect, a range of texts produced by important Portuguese educators in the first decades of the twentieth century.
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