Legislation and social imaginary in the hierarchy and the wages of the educators of primary in Colombia. 1952-1994
The purpose of this work aims to present that in Colombia there is a legislation for schools, to the educator of primary education level, it is routed according to the public policy that is crystallized in reforms which have stamps according to the political government deliver them at that time. The...
| Main Author: | |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2014
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/2472 |
| _version_ | 1801706184004075520 |
|---|---|
| author | Soto Arango, Diana Elvira |
| author_facet | Soto Arango, Diana Elvira |
| author_sort | Soto Arango, Diana Elvira |
| collection | OJS |
| description | The purpose of this work aims to present that in Colombia there is a legislation for schools, to the educator of primary education level, it is routed according to the public policy that is crystallized in reforms which have stamps according to the political government deliver them at that time. The importance of the study appears from the need to know this historical period in which it is registered in the majority of the histories of life of the teachers that we did in Colombia. On this matter, we wonder on: which are public policies and imaginaries that they have presented in the legislation and financing of the primary school Colombian educator, and the reliability and changeability of the norm come up by the teachers’ syndicates from 1952 to 1994? We are located under the political history and the conceptual frame of the social history of the education and the mentalities.The methodology compared the criteria of government policies in the financing of the education, teachers’ movements across syndicates, teacher’s levels, they allowed us to analyze the impact and the imaginary social one of the Colombian educator. The strategies teachers had to face from the analysis of the legislation up to the concrete cases of historical facts that motivated changes in the regulation of the teaching. Thus, we take as precedents, in the colonial epoch, the reform of 1774 and the XIXth century we based the information on the years 1870 and 1892. In the XXth century we are focused on the period on from 1913 to 1952. The first date when there is established the retirement pension for the teachers and the second one when the teaching performance is regulated. The second period we took up the issue of the Teacher Statute concluded in 1979 with the union of Colombian Federation of Educators (FECODE). FECODE and it is in updated in most of the articles. We ended the third period, Act 115 of 1994 to represent the current policy towards the education sector. The conclusion is that the law has a social imaginary about the teacher mediated through the public policy and in particular the concept of the political parties that have legislated on this educator and not least is the mediation of regional unions and national who has the conception and employment status which have joined other professions are challenging identity and competitiveness. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-2472 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2014 |
| 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-24722023-09-06T20:36:42Z Legislation and social imaginary in the hierarchy and the wages of the educators of primary in Colombia. 1952-1994 Legislación e imaginarios sociales en el escalafón y los salarios de los educadores de primaria en Colombia. 1952-19941 Soto Arango, Diana Elvira Journal of the history of the Latin American education educator law teaching performance primary education. Social Sciences Revista Historia de la Educación Latinoamericana Educador legislación desempeño docente educación primaria. Ciencias Sociales The purpose of this work aims to present that in Colombia there is a legislation for schools, to the educator of primary education level, it is routed according to the public policy that is crystallized in reforms which have stamps according to the political government deliver them at that time. The importance of the study appears from the need to know this historical period in which it is registered in the majority of the histories of life of the teachers that we did in Colombia. On this matter, we wonder on: which are public policies and imaginaries that they have presented in the legislation and financing of the primary school Colombian educator, and the reliability and changeability of the norm come up by the teachers’ syndicates from 1952 to 1994? We are located under the political history and the conceptual frame of the social history of the education and the mentalities.The methodology compared the criteria of government policies in the financing of the education, teachers’ movements across syndicates, teacher’s levels, they allowed us to analyze the impact and the imaginary social one of the Colombian educator. The strategies teachers had to face from the analysis of the legislation up to the concrete cases of historical facts that motivated changes in the regulation of the teaching. Thus, we take as precedents, in the colonial epoch, the reform of 1774 and the XIXth century we based the information on the years 1870 and 1892. In the XXth century we are focused on the period on from 1913 to 1952. The first date when there is established the retirement pension for the teachers and the second one when the teaching performance is regulated. The second period we took up the issue of the Teacher Statute concluded in 1979 with the union of Colombian Federation of Educators (FECODE). FECODE and it is in updated in most of the articles. We ended the third period, Act 115 of 1994 to represent the current policy towards the education sector. The conclusion is that the law has a social imaginary about the teacher mediated through the public policy and in particular the concept of the political parties that have legislated on this educator and not least is the mediation of regional unions and national who has the conception and employment status which have joined other professions are challenging identity and competitiveness. El objeto del presente trabajo se orienta a demostrar que en Colombia se presenta una legislación escolar, hacia el educador del nivel de enseñanza primaria, direccionada según la política pública que se cristaliza en reformas que presentan un marcado sello, según el gobierno político que las expida en su momento. La relevancia del estudio se plantea desde la necesidad de conocer este período histórico en el cual se inscribió la mayoría de las historias de vida de las maestras que analizamos en Colombia. Al respecto, nos preguntamos sobre ¿cuáles son las políticas públicas e imaginarios que se han presentado en la legislación y financiación del educador colombiano, en el nivel de la primaria, y la aplicabilidad y variabilidad de la norma, mediados por los sindicatos de maestros de 1952 a 1994? Nos sustentamos en la historia política bajo el marco conceptual de la historia social de la educación y las mentalidades. La metodología comparada bajo criterios de políticas gubernamentales en la financiación de la educación, movimientos de maestros por medio de sindicatos, escalafón docente y salarios nos permitieron analizar el impacto y el imaginario social del educador colombiano. Las estrategias se orientan desde el análisis de la legislación hasta los casos concretos de hechos históricos que motivaron cambios en la normativa docente. En este sentido, tomamos como antecedentes, en la época colonial, la reforma de 1774 y el en siglo XIX nos centramos en la de 1870 y 1892. En el siglo XX nos centramos en el período de 1913 a 1952. La primera fecha, cuando se establece la pensión de jubilación para los maestros, y, la segunda, cuando se reglamenta el desempeño docente. El segundo período lo llevamos has-ta la expedición del Estatuto Docente en 1979, concertado con la organización sindical de Fe-deración Colombiana de Educadores, FECODE, que está vigente en la mayoría de sus artículos. Finalizamos, el tercer período, en la Ley 115 de 1994, por representar la política vigente hacia el sector educativo. Se concluye que la legislación presenta un imaginario social sobre el maestro, mediado por la política pública y en especial por la concepción de los partidos políticos que han legislado sobre este educador y no menos importante es la mediación de los sindicatos regionales y el nacional, que han revindicado una concepción y estado laboral al cual se han unido otras profesiones que presentan un reto de identidades y competitividad laboral. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2014-04-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/2472 10.19053/01227238.2472 Revista Historia de la Educación Latinoamericana; Vol. 15 No. 21 (2013): Laura Mendez de Cuenca; 229-262 Revista Historia de la Educación Latinoamericana; Vol. 15 Núm. 21 (2013): Laura Mendez de Cuenca; 229-262 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/2472/2336 Copyright (c) 2013 Journal History of Latin American Education |
| spellingShingle | Journal of the history of the Latin American education educator law teaching performance primary education. Social Sciences Revista Historia de la Educación Latinoamericana Educador legislación desempeño docente educación primaria. Ciencias Sociales Soto Arango, Diana Elvira Legislation and social imaginary in the hierarchy and the wages of the educators of primary in Colombia. 1952-1994 |
| title | Legislation and social imaginary in the hierarchy and the wages of the educators of primary in Colombia. 1952-1994 |
| title_alt | Legislación e imaginarios sociales en el escalafón y los salarios de los educadores de primaria en Colombia. 1952-19941 |
| title_full | Legislation and social imaginary in the hierarchy and the wages of the educators of primary in Colombia. 1952-1994 |
| title_fullStr | Legislation and social imaginary in the hierarchy and the wages of the educators of primary in Colombia. 1952-1994 |
| title_full_unstemmed | Legislation and social imaginary in the hierarchy and the wages of the educators of primary in Colombia. 1952-1994 |
| title_short | Legislation and social imaginary in the hierarchy and the wages of the educators of primary in Colombia. 1952-1994 |
| title_sort | legislation and social imaginary in the hierarchy and the wages of the educators of primary in colombia 1952 1994 |
| topic | Journal of the history of the Latin American education educator law teaching performance primary education. Social Sciences Revista Historia de la Educación Latinoamericana Educador legislación desempeño docente educación primaria. Ciencias Sociales |
| topic_facet | Journal of the history of the Latin American education educator law teaching performance primary education. Social Sciences Revista Historia de la Educación Latinoamericana Educador legislación desempeño docente educación primaria. Ciencias Sociales |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/2472 |
| work_keys_str_mv | AT sotoarangodianaelvira legislationandsocialimaginaryinthehierarchyandthewagesoftheeducatorsofprimaryincolombia19521994 AT sotoarangodianaelvira legislacioneimaginariossocialesenelescalafonylossalariosdeloseducadoresdeprimariaencolombia195219941 |
