The historical configuration of public school teachers in Colombia: from oppression to subordination, 1870-2002

Authors

  • Oscar de Jesús Saldarriaga Vélez Pontificia Universidad Javeriana-Bogotá
  • Claudia María Vargas Secretaría de Educación Distrital-Bogotá D.C.

DOI:

https://doi.org/10.5944/hme.1.2015.13277

Keywords:

Teaching, Teacher as a knowledge-maker, Colombia, Pedagogical movement, Pedagogical knowledge, Pastoral power, Educational Sciences, Teachers Unions

Agencies:

Pontificia Universidad Javeriana

Abstract

This article takes a brownian approach to the history of Columbia, tracing the configuration of the structural role played by schoolteachers (the teacher as subject) and in particular the three facets of their profession: as knowledge-makers, as public subjects and as social subjects. In all three instances they are subjected to the impulses of government power, pastoral power, political parties and union forces from within their profession. The article focuses on the fundamental changes in schoolteachers’ struggles, which move from the social demands of the oppressed (taken at large) to their struggles as specific, subordinate knowledge-makers.

 

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Author Biographies

Oscar de Jesús Saldarriaga Vélez, Pontificia Universidad Javeriana-Bogotá

Profesor titular- Departamento de Historia

Claudia María Vargas, Secretaría de Educación Distrital-Bogotá D.C.

Docente

Published

2015-02-20

How to Cite

Saldarriaga Vélez, O. de J., & Vargas, C. M. (2015). The historical configuration of public school teachers in Colombia: from oppression to subordination, 1870-2002. Historia y Memoria de la Educación, 1(1), 287–318. https://doi.org/10.5944/hme.1.2015.13277