Abstract
This article relates the intelligence testing experiments conducted by Isaías Alves and Noemy Silveira to the broader context of how psychological concepts moved within the Brazilian educational field. Their work acts as a resource to understand how this movement occurred, indicating the different events that helped shape the understanding of this tool. The goal is to show how, even despite their similar initial interests and shared experience at Columbia University, Alves and Silveira did not use the same strategies during their work to apply these tests in schools while they both headed psychology services for the boards of education in São Paulo and Rio de Janeiro.
Highlights
The objective of this article is to link the intelligence testing experiments conducted by Isaías Alves and Noemy Silveira1 to a broader context of how conceptions of psychology moved within the Brazilian field of education
The objective here is to show how even though these two psychologists shared similar interests and experience at Columbia University, Alves and Silveira did not use the same strategies to tackle the difficulties they encountered during their work with educational psychology (Rocha, 2016)
While Isaías Alves was testing his version of the Binet scale in children at the ginásio, Noemy Silveira worked with Lourenço Filho on the “São Paulo” version of the scale. When they traveled to New York, Silveira and Alves attended classes in disciplines related to educational psychology, and much of what they learned was applied in their subsequent experiments
Summary
The objective of this article is to link the intelligence testing experiments conducted by Isaías Alves and Noemy Silveira to a broader context of how conceptions of psychology moved within the Brazilian field of education. These students filled spots meant for other children who should have been entering the school system, which was still insufficient Based on these numbers, Isaías Alves and Noemy Silveira began to work on applying intelligence tests in primary schools in the Federal District and São Paulo. These tests provided the data necessary for a new distribution of students into grades according to mental level. It appears that the result is multiple visions within the same approach, as in the question of learning to read or applying intelligence tests It is in this sense that comparison between Noemy Silveira and Isaías Alves’s experiments becomes more prominent; analysis of the work they conducted indicates that their differences extended far beyond preferring any specific type of school organization. It is important to note the reflections by Werner and Zimmerman (2003, p.95) on the viewpoint from “crossed histories,” which indicate the usefulness of emphasizing the plurality of directions and the multiplicity of effects from interactions instead of focusing on a “logic of introduction, dissemination, and reception.”
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