Cinquante Joursau Brésil: Informes sobre el viaje de Édouard Claparède (1930)

Objective: This article aims to analyze the account of the journey undertaken by the Swiss psychologist and physician Édouard Claparède to Brazil in 1930. Claparède documented this journey in a report titled Cinquante jours au Brésil, published in the L'Intermédiaire des Educateurs journal of the Jean Jacques Rousseau Institute in April 1931. Originality: In the historiography of Brazilian education, many studies focus on the travels of Brazilians who went abroad to learn and study. This study, however, proposes to explore the opposite trajectory: Europeans on a pedagogical journey to Brazil. Method: Our theoretical and methodological framework is primarily formed by the contributions of Michel de Certeau (1982, 2017), Jean François Sirinelli (2003), and Carlo Ginzburg (2007). The latter guides our research through the lens of the evidentiary paradigm. Strategies: Through an analysis of Claparède's travel journal, we aim to answer the following questions: What are the meanings of his travel journal in the context of Brazil? What was the route of his journey, and what were his impressions as an intellectual? To broaden our understanding of the document, we also resort to records found in the Brazilian press. Conclusion: The traces left by Claparède in his account reveal, for instance, the trajectory of the intellectual in his place of origin, his institutional affiliations, as well as the medium chosen to record and disseminate his journey. Additionally, his correspondence with Brazilian intellectuals and his friendship and professional relationship with Hélène Antipoff, a Russian psychologist and educator based in Brazil. Objetivo: Este artigo objetiva analisar o relato da viagem realizada pelo psicólogo e médico suíço Édouard Claparède, no ano de 1930ao Brasil. Sobre essa viagem, Claparède publicou um relato intitulado Cinquante jours au Brésil na Revista L’Intermédiaire dês Educateurs do Instituto Jean Jacques Rousseau, em abril de 1931. Originalidade: Na historiografia da educação brasileira, diversos trabalhos dedicam-se as viagens realizadas por brasileiros para conhecer e estudar em outros países. Nesse estudo, nos propomos ao percurso inverso: os europeus em viagens pedagógicas ao Brasil. Método: Nosso aporte teórico-metodológico, é formado, principalmente, pelas contribuições de Michel de Certeau (1982, 2017) e Jean François Sirinelli (2003). E Carlo Ginzburg (2007) nos indica o caminho da pesquisa por meio do paradigma indiciário. Estratégias/Col