Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.
Objective: This article analyzes the adoption and implementation difficulties of the Lancasterian method in the nascent Colombia of 1821, which at the time consisted of present-day Colombia, Ecuador and Venezuela. Originality/aims: It seeks to explain the difficulties of implementation of the method...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2024
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17517 |
| _version_ | 1801706233665683456 |
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| author | Acevedo Tarazona, Álvaro Villamizar Palacios, Carlos |
| author_facet | Acevedo Tarazona, Álvaro Villamizar Palacios, Carlos |
| author_sort | Acevedo Tarazona, Álvaro |
| collection | OJS |
| description | Objective: This article analyzes the adoption and implementation difficulties of the Lancasterian method in the nascent Colombia of 1821, which at the time consisted of present-day Colombia, Ecuador and Venezuela. Originality/aims: It seeks to explain the difficulties of implementation of the method in the light of its context and in a comparative relation with the experience in other countries. Method: The Lancasterian method promulgated in the Constitution of Villa del Rosario de Cúcuta, which was born as the most important milestone of compulsory schooling in Latin America, is analyzed in the light of the context of the Enlightenment and its republican political interpretation in the continent, by means of the review of published and documentary sources. Strategies/information collection: The collection of information was carried out through documentary review of online sources, press and archival review, together with a bibliographic search of what has been published on the subject. Conclusions: When considering the intentions of the legislators to enact an educating State and the difficulties in the implementation of the Lancasterian method in Colombia in 1821, regarding other implementation experiences in Mexico and Peru, it was evident the failure due to the weakness of the nascent Colombian State itself and the constant wars and political instability. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-17517 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2024 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-175172024-05-28T22:43:23Z Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821. Origen de escuela lancasteriana en Colombia: historiografía y propósito de implementación en la Constitución de Cúcuta de 1821 Origem da escola lancasteriana na Colômbia: historiografia e objetivo de implementação na Constituição de Cúcuta de 1821. Acevedo Tarazona, Álvaro Villamizar Palacios, Carlos Independencia método lancasteriano escolarización constitucionalismo Revista Historia de la Educación Latinoamericana Objective: This article analyzes the adoption and implementation difficulties of the Lancasterian method in the nascent Colombia of 1821, which at the time consisted of present-day Colombia, Ecuador and Venezuela. Originality/aims: It seeks to explain the difficulties of implementation of the method in the light of its context and in a comparative relation with the experience in other countries. Method: The Lancasterian method promulgated in the Constitution of Villa del Rosario de Cúcuta, which was born as the most important milestone of compulsory schooling in Latin America, is analyzed in the light of the context of the Enlightenment and its republican political interpretation in the continent, by means of the review of published and documentary sources. Strategies/information collection: The collection of information was carried out through documentary review of online sources, press and archival review, together with a bibliographic search of what has been published on the subject. Conclusions: When considering the intentions of the legislators to enact an educating State and the difficulties in the implementation of the Lancasterian method in Colombia in 1821, regarding other implementation experiences in Mexico and Peru, it was evident the failure due to the weakness of the nascent Colombian State itself and the constant wars and political instability. Objetivo: Este artículo analiza la adopción y las dificultades de implementación del método lancasteriano en la naciente Colombia de 1821, conformada en su momento por las actuales Colombia, Ecuador y Venezuela. Originalidad/aportes: Se busca explicar las dificultades de implementación del método a la luz de su contexto y en una relación comparada con la experiencia en otros países. Método: El método lancasteriano promulgado en la Constitución de Villa del Rosario de Cúcuta y que nació como el hito más importante de escolarización obligatoria en América Latina, es analizado a la luz del contexto de la Ilustración y su interpretación política republicana en el continente, por medio de la revisión de fuente edita y documental. Estrategias/recolección de información: La recolección de información se realizó a través de revisión documental de fuentes en línea, prensa y revisión de archivo, junto a una búsqueda bibliográfica de lo publicado sobre el tema. Conclusiones: Al considerarse las intenciones de los legisladores por promulgar un Estado educador y las dificultades en la implementación del método lancasteriano en la Colombia de 1821, a propósito de otras experiencias de implementación en México y Perú, fue evidente el fracaso por la debilidad del propio Estado colombiano naciente y las constantes guerras e inestabilidad política. Objetivo: Este artigo analisa a adoção e as dificuldades na implementação do método Lancasteriano na nascente Colômbia de 1821, que na época consistia na atual Colômbia, Equador e Venezuela. Originalidade/objetivos: busca explicar as dificuldades de implementação do método à luz de seu contexto e em uma relação comparativa com a experiência de outros países. Método: O método lancasteriano promulgado na Constituição de Villa del Rosario de Cúcuta, que nasceu como o marco mais importante da escolaridade obrigatória na América Latina, é analisado à luz do contexto do Iluminismo e de sua interpretação política republicana no continente, por meio de uma revisão de fontes publicadas e documentais. Estratégias/coleta de informações: A coleta de informações foi realizada por meio de revisão documental de fontes on-line, imprensa e revisão de arquivos, juntamente com uma pesquisa bibliográfica do que foi publicado sobre o assunto. Conclusões: Ao considerar as intenções dos legisladores de promulgar um Estado educador e as dificuldades na implementação do método lancasteriano na Colômbia em 1821, com referência a outras experiências de implementação no México e no Peru, o fracasso foi evidente devido à fraqueza do próprio Estado colombiano nascente e às constantes guerras e instabilidade política. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2024-01-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17517 10.19053/uptc.01227238.17517 Revista Historia de la Educación Latinoamericana; Vol. 26 No. 42 (2024): Lésmer Montecino Soto (1956 - 2017) Revista Historia de la Educación Latinoamericana; Vol. 26 Núm. 42 (2024): Lésmer Montecino Soto (1956 - 2017) 2256-5248 0122-7238 10.19053/uptc.rhela42 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17517/14048 Copyright (c) 2024 Revista Historia de la Educación Latinoamericana https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | Independencia método lancasteriano escolarización constitucionalismo Revista Historia de la Educación Latinoamericana Acevedo Tarazona, Álvaro Villamizar Palacios, Carlos Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821. |
| title | Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821. |
| title_alt | Origen de escuela lancasteriana en Colombia: historiografía y propósito de implementación en la Constitución de Cúcuta de 1821 Origem da escola lancasteriana na Colômbia: historiografia e objetivo de implementação na Constituição de Cúcuta de 1821. |
| title_full | Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821. |
| title_fullStr | Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821. |
| title_full_unstemmed | Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821. |
| title_short | Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821. |
| title_sort | origin of the lancasterian school in colombia historiography and purpose of implementation in the cucuta constitution of 1821 |
| topic | Independencia método lancasteriano escolarización constitucionalismo Revista Historia de la Educación Latinoamericana |
| topic_facet | Independencia método lancasteriano escolarización constitucionalismo Revista Historia de la Educación Latinoamericana |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17517 |
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