Historia y Memoria de la Educación

PRESENTATION: THIRTY YEARS OF IBEROAMERICAN CONGRESSES ON THE HISTORY OF LATIN AMERICAN EDUCATION (CIHELA). AN HISTORIOGRAPHICAL BALANCE

Ana Diamant — 2024-06-28

This article is the introduction to a special issue that takes balance of thirty years of Ibero-American Congresses on the History of Latin American Education (CIHELA). The time that has elapsed since the first CIHELA (1992) has marked a turning point in the growing production of research in the field of the History of Education on the continent. This dossier does not intend to review everything that has been produced in the field of the History of Education in Latin America, but particularly the contributions that have been made to it from the CIHELA, recognizing the presence of research networks fostered by these congresses. It is intended to give an account of the trajectories and debates that researchers and institutions have had on some of the «classic» topics that were enriched throughout the meetings, of the «new topics» that were incorporated into their agendas, of those that had moments of growth and were then silenced, and at the same time reflects - in some way - regional thematic movements, conditions of production in the countries from which their authors come and vacancies that point to pending issues. It highlights the collective mode of writing of each of the articles included in the special issue, with contributors from different countries, reflecting the functioning of the CIHELA as a diverse community of dialogue. Particularly noteworthy is the opportunity generated by the special issue to organize an incipient archive that brings together, albeit incompletely, documentation related to programs, abstracts and papers presented at the congresses.

CHILDHOOD AND EDUCATION: HORIZONS OF HISTORICAL RESEARCH IN LATIN AMERICA

Moysés Kuhlmann Junior — 2024-06-28

This article delves into the historiography of childhood and its education in Latin America from 1990 to 2020. The sources under consideration are the works of literature, articles, and communications presented at the 14 meetings of the Ibero-American Congresse on the History of Education, structured around three axes: historiography and childhood, politics and institutions, and society and culture. Referred to historiography, after an overview of the framework that propelled childhood research from the 1990s, the article engages in a discussion on the configuration of the field and the criteria employed in organizing the texts. In the second axis, it explores the theme of early childhood education examining it through four subcategories: pedagogy, policies, educational institutions, and biographies. In the analysis of the society and culture, the article brings to light the discernible differences marking social inequalities. Several issues stand out, including the necessity to consider the age range employed in research, the imbalance in childhood studies among Latin American countries, and the limited number of studies on children under three years old. In conclusion, the article underscores the imperative for research on the topic to consider the political, cultural, and social structures of each period. It advocates for regional and international comparative studies on childhood education, encompassing both formal and informal aspects. Furthermore, the article highlights the importance of exploring teacher training, the education of girls and boys, and providing a platform for the voices of children to understand the ways of appropriation and resistance across different generations.

WOMEN’S EDUCATION’S HISTORY FROM A GENDERED PERSPECTIVE: A BALANCE AFTER 30 YEARS OF IBERO-AMERICAN CONGRESSES ON THE HISTORY OF LATIN AMERICAN EDUCATION

Paula Caldo — 2024-06-28

This article offers a historiographic balance about the treatment of history of feminine education after 30 years of Ibero-American Congresses on the History of Latin American Education (CIHELA). The exercise starts at the hypothesis which affirms this research line’s marginal presence within the field of Latin American History of Education. For that reason, it is understood that the study of women´s education begins from the line of history of women with gender perspective. On this matter and throughout this article, we will revise dialogues, tensions, female precursors, and challenges ahead for a History of Education’s agenda that recognises education forms for women beyond teaching and school.

HISTORY OF EDUCATION FOR NEGROES/AFRODESCENDENTS AND INDIGENOUS PEOPLE: A LATINOAMERICAN PERSPECTIVE

Anny Ocoró Loango — 2024-06-28

This article analyses the existing approaches to the history of education among Indigenous peoples and Afro-descendants in the Iberoamerican Congresses of the History of Latin American Education (Congresos Iberoamericanos de Historia de la Educación Latinoamericana, CIHELA) between 1992 and 2021. It also takes into account works which have been produced outside academic circles and conferences but have nonetheless contributed to the history of education from an ethnic or racial perspective. It seeks to address the following questions: Which are the main thematic and analytic approaches on the topic? Which are the most commonly addressed problems? Finally, it argues that the history of education among Afro-descendants and Indigenous peoples is an emergent field within CIHELA because no continuous tradition of study of this topic has developed and few countries have an uninterrupted production on the subject.

THE HISTORY OF THE EDUCATION OF BODIES IN IBEROAMERICA: REFLECTIONS ON A SUBJECT UNDER CONSTRUCTION

Paola Moro — 2024-06-28

This article proposes to develop an analyzes of the advances in the history of the bodies education in the last decades in the Ibero-American context. For this, the works presented in the different Ibero-American Congresses of the History of Latin American Education (CIHELA) on this subject are studied, especially from a rereading of the productions written in book format that emerged from them. This analysis is not intended to be exhaustive of the production, but rather to produce a general picture that can serve as a basis for new studies, which identifies recurring themes and vacant areas, an especially relevant issue when considering a transnational research agenda. In this way, the academic productions on the history of the education of the bodies in the CIHELA of Buenos Aires 2007 (VIII), Rio de Janeiro 2009 (IX), Toluca 2014 (XI), Montevideo 2018 (XIII) and Lisbon 2021 are analyzed. (XIV). Through this mapping, the thematic and generational renewal of researchers is observed, the recurrences in the problems and the absent themes, the theoretical references used, as well as the consolidation of an academic field of history of body education in Latin America.

HOW WERE LATIN-AMERICAN’S TAUGHT TO FEEL? A HISTORIOGRAPHICAL BALANCE

Alexander Aldana Bautista — 2024-06-28

This article, written from three different geographical locations and with different academic accumulations, aims to account for the trajectories in the field of emotions, sensibilities and school aesthetics in the history of education and pedagogy in Argentina, Brazil and Colombia. In order to respond to this purpose, each section highlights the research works that fall within this thematic interest, identifying the conceptual, methodological and epistemological advances involved in the constitution of a field of research in some cases in formation and that shows unequal levels in its emergence and institutionalization in each country. The authors conclude that the interest in these topics has implied a shift from perspectives in which school subjects were trapped by enveloping logics of power to those analytical views in which subjects take center stage as they intervene in the (re)production of senses and sensibilities. In addition, they highlight that this academic interest in the sensitive and aesthetic repertoires at school has made possible the dialogue between different disciplinary fields and between countries of the region, placing a transnational look at the construction of this field of research.

NOTES ABOUT THE SCOPE OF THE PRESENT INVESTIGATION ON THE LATIN AMERICAN AUTHORITARIAN STATE AND ITS SCHOOL

Natalia García — 2024-06-28

The purpose of this paper is to provide a preliminary overview of the state of research on education as an instrument of domination during the «exceptional» moments assumed by the State throughout the 20th century in Latin America. This is a summary review mainly aimed at recovering part of the knowledge debated in the Ibero-American Congresses on the History of Latin American Education (CIHELA) in the last thirty years. Certainly, the universe of connotations that open up in this call outlined by the concepts «authoritarianism, violence, war, vulnerability and school», forces a limited theoretical-methodological operation and, for instance, affordable. In this sense, this work results from the search, identification, selection and analysis of a broad field of research and reflection on this subject, problems and academic objectives. Following the works presented in the CIHELA, this selection focuses on the transformations of the educational field, in general, and the school, in particular, in periods of restriction or closure of democratic participation. More specifically, it addresses the devices, uses and scope of authoritarian power according to the many variants assumed in each geography and unique history (foreign occupations, military and civil-military dictatorships, etc.).

THE INTERWOVEN OF STUDIES ON KNOWLEDGE, DISCIPLINES, AND TEXTBOOKS IN LATIN AMERICA: THE CASES OF BRAZIL, COLOMBIA, AND MEXICO

Lucía Martínez Moctezuma — 2024-06-28

This article presents a balance of research on books, manuals, texts, knowledge, and school disciplines in Latin America, specifically in three Latin American countries, namely: Brazil, Colombia, and Mexico. From the event of the 30th anniversary of the Ibero-American Congress on the History of Education -CIHELA- where the investigations, objects of study and problematizations that, from the history of education, have been made in the region have been made visible. Through the analysis of documentary sources derived from the memories of CIHELA and other referents derived or connected with the Congress, a presentation of the contexts, developments and descriptions of each country is made, to conclude on the common points, the articulations, the differences in the approaches and routes of each country, as well as the challenges that are projected for research in this field in Latin America.

THE MATERIAL CULTURE OF THE SCHOOL: OBJECTS, SOURCES AND HERITAGE FOR THE HISTORY OF EDUCATION

María Cristina Linares — 2024-06-28

From the decades of 1980-1990, the development of the focus on school culture, the objects of investigation, the sources and the ways of approaching the topics in the History of Education multiplied. From the concept of school material culture, objects and representations were incorporated into the investigations.

In the CIHELAs the theme of school culture is present from the IV CIHELA (1998) and that of school material culture, with more presence, from the VIII CIHELA (2007) through different objects of analysis: International Exhibitions, industry, furniture, tools, circulation and trade, etc., or through the formation of collections such as Museums and Memory Centers. Taking a representation (photographs) and a materiality (architecture) we have observed their treatment in the different CIHELA meetings.

The period of greatest number of presentations that address material culture coincides with the increase in exhibitions in Museums or Memory Centers. The interest in the investigation of certain objects, or the use of new sources, will be related to the task of rescuing and safeguarding them. Starting in the new century, at the initiative of different teams and professionals in the area of History of Education, the search, collection and conservation of materials and documents intensifies. Between 2007 and 2014, the greatest number of presentations on museums, archives and collections was observed, but starting in 2016 there was a decrease in them, an issue that can be explained by the increasing presence of Symposiums, Conferences and specific Meetings. on the subject, external to the CIHELA, organized by associations or networks formed in recent decades.

R RESEARCH ON THE HISTORY OF SECONDARY EDUCATION: CONSIDERATIONS FROM THE CASES OF COLOMBIA, BRAZIL AND ARGENTINA

Oscar de Jesús Saldarriaga — 2024-06-28

The article presents an overview of the research on the history of secondary education in three Latin American countries: Colombia, Brazil and Argentina. It seeks to analyse the circulation of research on the subject based on a review of the proceedings of the Ibero-American Congress on the History of Education (CIHELA). Other sources of relevance to the issue are considered depending on the case. Preliminary analysis indicates a general tendency towards institutional history when dealing with secondary education, marked differences between countries in the degree of consolidation of the object of study and research teams and an absence of a comparative perspective which would strengthen its development.

EDUCATION, UNIVERSITY, AND STUDENT MOVEMENTS IN THE HISTORY OF LATIN AMERICA: SOME CONSIDERATIONS ON THE HISTORIOGRAPHY OF THE 20TH AND 21ST CENTURIES

Pablo Andrés Toro Blanco — 2024-06-28

This text presents two views of the university phenomenon in Latin America from a historiographical perspective. In the first instance, reference is made, in a general way, to the attention that researchers in the history of education have paid to the university environment. For this, analysing academic meetings and historical-educational publications is privileged, understanding that the matter that arouses our attention goes beyond that limited scope. Subsequently, a specific thematic perspective is proposed to illustrate the potential offered by the field of study about the university world (student movements). It is taken as a space to discuss possible new axes of analysis that find themselves more closely aligned with recent academic and political concerns.

PLACES IN HISTORY OF THE HONDUREAN AND THE PARAGUAYAN EDUCATION

Andrés Eduardo García Laínez — 2024-06-28

Is there a historiographic production of education in Honduras and Paraguay? What are your dissemination vehicles? What intentions, policies and contexts do they obey? What kind of history of education is produced? These are some of the questions that this article tries to answer by describing the places occupied by the discursive constructions of the history of Honduran and Paraguayan education in works from the field of social sciences, specifically sociology, linguistics and history, highlighting the works that are from the field of educational history. The result of this exercise gave visibility not only to the recurrences of this type of historical construction of education in both countries, but also to the materiality of the objects consulted linked to their historical-political context, thus offering elements of intelligibility to understand the scattered field production in such countries. The article ends by showing the recent efforts for the constitution of the field of the history of education as well as the importance of investing in the historiographic study of academic articles and memories of national and international events, either from the academic-official path, as it is the case of the Directorate of History and Heritage (DIHIPA), a body of the Honduran Ministry of Education; or the Academic - University path, as is the case of Paraguay with the formation of its Society for the History of Paraguayan Education that will organize the XV Ibero-American Congress of the History of Education (CIHELA) in 2023.

BISCAYAN TEACHERS AT FRANCOIST MILITARY COURTS (1937-1943)

Karmele Artetxe Sanchez — 2024-06-28

The present text analyzes the impact of the repression of the military jurisdiction on the Biscayan teaching profession during the immediate postwar period. The research deals with a historiographically unexplored issue, such as the integral study of the files opened against the teachers of the educational network of Bizkaia, taking into account both the sentences and the political profile of the defendants. Likewise, the most relevant characteristics of the different centers corresponding to the wide Biscayan school network are studied, as well as the establishment and operation of the main repressive machinery implemented after the victory of the rebels, such as the prosecutions processed by the military jurisdiction. The research includes a total of 588 cases (381 female teachers and 207 male teachers). Practically 7 out of 10 cases ended in dismissal, although this did not prevent the imposition of accessory sanctions. The most severely punished political profile corresponded to leftist and republican militants and sympathizers, followed by Basque nationalists. According to the results, we conclude that the military jurisdiction was not primarily aimed at the repression of the teaching profession, but that its objective was more general, the punishment of those considered hostile or dangerous to the new regime, especially if they had held positions of relevance or had played a significant role on the war front.

THE EMERGENCE OF WOMEN AS HISTORICAL SUBJECTS: DECONSTRUCTING THE HISTORY OF SPAIN FROM TEXTBOOKS

Matilde Peinado Rodríguez — 2024-06-28

The work we present is not an analysis of the presence of women in textbooks, a very fruitful historiographical line from which magnificent works have been published in recent years. The methodology is logical-argumentative and qualitative, where the written and visual contents of the textbooks are the pretext to rethink/deconstruct History in the light of the gender perspective. We start from an evolutionary analysis of the presence of women in the current manuals of History of the second year of Baccalaureate, for the period from 1931 to 1975, to understand the keys to the inclusion/exclusion of the female collective in the historical narrative and to propose how the conception of citizenship present in the LOMLOE can become a challenge and an opportunity to rethink and, Consequently, to rewrite a subject that continues to be largely articulated from androcentrism, patriarchy and classism, although its main mission is to develop the critical thinking of students and prepare them to think historically and act socially. We present, for this, a conceptual proposal that necessarily starts from an epistemological deconstruction of history as a science. For this, we have taken as a reference a representation of the research published in recent years that make visible the significance of women in the historical story, with the aim of outlining the thematic lines that allow us to move towards history free of androcentric and patriarchal biases, where women are integrated and made visible as historical subjects.

THE CONSERVATION AND RECUPERATION OF HISTORICAL EDUCATIONAL HERITAGE FROM INSTITUTIONALIST AND PEDAGOGICAL PERSPECTIVES: THE RESTORATION OF THE CHAIR OF LATIN STUDIES OF LOIS VILLAGE (LEÓN, SPAIN)

Raquel Poy Castro — 2024-06-28

The purpose of this research focuses on analyzing the process followed in the recovery of the educational historical heritage based in the case study of the Lois Chair of Latinity, founded on the Leon mountains in 1744, and which remained active for more than two centuries. This foundation was an extraordinary educational and social experience deserving of its conservation and recovery. The restorative process has been studied from a triple perspective including the normative, institutional and social context.

The historical method has been used following the conventional phases in which, firstly, a selection of the sources is made. The primary sources include the oral ones, embodied in the in-depth interviews carried out with the agents involved in the phenomenon studied, as well as the written ones from original documents of the Diocesan Archive of León. After collecting the information, an exhaustive critical analysis was carried out, concluding that the conservation of the Lois Chair has been possible thanks to the strong feeling of the local community acting as the promoter of the project and also with the help of the institutions involved (bishopric, city council and regional administration) which have led the efforts in architectural conservation. It’s remarkable that it would be helpful for the recovery of the educational historical heritage, in addition to the architectural action, to include the pedagogical and educational values in the planning process.

CHILDREN, CHILDHOODS AND EDUCATION IN THE PAGES OF THE NEWSPAPER ESTADO DE MINAS IN THE 1930Swspaper Estado de Minas in the 1930s

Ademilson de Sousa Soares — 2024-06-28

The article presents and analyzes conceptions of children, childhood and education contained in the pages of the Estado de Minas newspaper in the 1930s, indicating the existence of two predominant tendencies within the news: one new, more liberal and modern, called Americanism; the other old, more conservative and traditional, called Iberian Federalism. The interpretation of the news’ contents occurred based on authors such as Bardin (1988), Werneck Vianna (1997), Nunes (1998) and Guimarães (2013), among others, aiming to systemize, group, describe and categorize the conveyed messages. As a result, it is shown that the symbiosis between the Brazil that intends to emerge and the Brazil that insists on remaining stems from the moral, medical and psychological discourses which leave their mark on the debate about the assistance and education of the children. The newspaper Estado de Minas, as a space of ideological dispute for the power to form the Brazilian people and nation was not immune to this movement and this simbisosis. Liberals americanists advocate schoolnovism. Conservatives iberics defended religious and Christian education with fervor. However, the crisis of capitalism in the world manifested in the American crisis of the 1930s does not cease to appear in the pages of the newspaper and the educational debate.

Policy and administration of the educational system in Spain

Elías Ramírez Aísa — 2024-06-28

Reseña del libro publicado por Jaime Antonio Foces Gil, editado por la Universidad de Valladolid.

Meritocracy, equality, education

Juan Manuel Fernandez Soria — 2024-06-28

Reseña del libro publicado por Antonio Viñao Frago, editado por Diego Marín, Librero-Editor.