The presence of the scholovist ideology in the first decades of the 20th century in Russian education after the socialist revolution: adapting or overcoming educational ideas and practices?

Abstract

This article aims to analyze the possible theoretical contributions of the escolovan ideology to the construction of socialist pedagogy in Soviet Russia in the early twentieth century. To this end, we have the challenge of situating in time and space the reflections on the school, the changing cultural and political mentality of the population, the social, political and economic organization of Soviet Russia. In this article we carry out a theoretical excerpt of the contributions of the escanovista ideology based on the Deweyan referential, especially, his observations in locu of the Soviet educational experiences in the year of 1928. When evidencing the existing approximations between the pedagogical principles defended by the active pedagogy, of liberal inspiration, with the writings of Russian educators and Soviet statesmen, we analyze the contradictions placed in the historical context and question some of the certainties and convictions we have about the “originality” of the pedagogical proposals originating from the Russian Revolution.