Transformation and crisis of the school: Some reflections on the Colombian case
The school is not any more a development institution for excellence and what sets out the ideal of education is not necessarily what happens in educational establishments, the relationship between the concepts and working ways of the discipline, the rule and democracy are the keys to the social orga...
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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
2014
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/2476 |
| _version_ | 1801706184523120640 |
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| author | Palacios Mena, Nancy |
| author_facet | Palacios Mena, Nancy |
| author_sort | Palacios Mena, Nancy |
| collection | OJS |
| description | The school is not any more a development institution for excellence and what sets out the ideal of education is not necessarily what happens in educational establishments, the relationship between the concepts and working ways of the discipline, the rule and democracy are the keys to the social organization of the institutions: because those where there is a relative coherence between discourse and practice and clarity in the essential approaches that underlie its operation, they have a greater capacity to resolve conflicts that may arise between the actors in their interior relate. In this inception, the school was conceived as an institution that should ensure simultaneously the integration into the society and the promotion of the individual. This school model was characterized by a set of principles and values designed as sacred, that also they did not have for what being well-taken. The changes in the society, the introduction of new ideologies and life styles, as well as changes in the way of being related, of acting and of thinking about the members of the same school, the diversification of the school offer, the multiplication of establishments, the overcrowding of the education, the differences in the way of thinking and of acting of the teaching students, and managing personnel of the institutions, they did that beginners in structuralism who sustain the school institution today are perceived as uncertain and contradictory. The functions of the school have been dismantled and the social utility of the studies, its cultural purposes and its ways of control are not already shared for whom they coexist in the schools, thus the changes that have happened in last decades in the social organization of the school and so, in the relations between its members, take part of a way of working in which it is already it cannot be conceived as a unified system, but as a space where there are differences and convergences between its members, specifically in the way of thinking as in that of acting. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-2476 |
| 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-24762023-09-06T20:36:42Z Transformation and crisis of the school: Some reflections on the Colombian case Transformación y crisis de la escuela: algunas reflexiones sobre el caso colombiano Palacios Mena, Nancy Journal of the history of the Latin American education school crisis transformation discipline rule democracy Social Sciences Revista Historia de la Educación Latinoamericana escuela crisis transformación disciplina norma democracia Ciencias Sociales The school is not any more a development institution for excellence and what sets out the ideal of education is not necessarily what happens in educational establishments, the relationship between the concepts and working ways of the discipline, the rule and democracy are the keys to the social organization of the institutions: because those where there is a relative coherence between discourse and practice and clarity in the essential approaches that underlie its operation, they have a greater capacity to resolve conflicts that may arise between the actors in their interior relate. In this inception, the school was conceived as an institution that should ensure simultaneously the integration into the society and the promotion of the individual. This school model was characterized by a set of principles and values designed as sacred, that also they did not have for what being well-taken. The changes in the society, the introduction of new ideologies and life styles, as well as changes in the way of being related, of acting and of thinking about the members of the same school, the diversification of the school offer, the multiplication of establishments, the overcrowding of the education, the differences in the way of thinking and of acting of the teaching students, and managing personnel of the institutions, they did that beginners in structuralism who sustain the school institution today are perceived as uncertain and contradictory. The functions of the school have been dismantled and the social utility of the studies, its cultural purposes and its ways of control are not already shared for whom they coexist in the schools, thus the changes that have happened in last decades in the social organization of the school and so, in the relations between its members, take part of a way of working in which it is already it cannot be conceived as a unified system, but as a space where there are differences and convergences between its members, specifically in the way of thinking as in that of acting. La escuela ya no es la institución formadora por excelencia y aquello que plantea el ideal de educación no necesariamente es lo que ocurre en los establecimientos educativos, la relación entre las concepciones y las formas de funcionamiento de la disciplina, la norma y la democracia son claves en la organización social de las instituciones, puesto que aquellas donde existe relativa coherencia entre el discurso y la práctica y claridad en los principios y planteamientos esenciales que fundamentan su funcionamiento tienen mayor capacidad de resolver los conflictos que puedan surgir entre los actores que en ellas se relacionan. En su creación, la escuela fue concebida como una institución que debía asegurar simultáneamente la integracióna la sociedad y la promoción del individuo, este modelo de escuela se caracterizó por un conjunto de principios y valores concebidos como sagrados, que además no tenían por qué ser justificados.Pero cambios en la sociedad, la introducción de nuevas ideologías y estilos de vida, así como cambios en la manera de relacionarse, de actuar y de pensar de los miembros de la misma escuela, la diversificación de la oferta escolar, la multiplicación de establecimientos, la masificación de la educación, las divergencias en la manera de pensar y de actuar de los docentes estudiantes y personal directivo de las instituciones hicieron que los principios estructuradores que sustentan a la institución escolar hoy sean percibidos como inciertos y contradictorios. Las funciones de la escuela se han desarticulado y la utilidad social de los estudios, sus finalidades culturales y sus modos de control ya no son compartidos por quienes conviven en las escuelas y colegios, los cambios que se han dado en las últimas décadas en la organización social de la escuela y por ende, en las relaciones entre sus miembros, hacen parte de un modo de funcionamiento en el cual, esta ya no puede ser concebida como un sistema unificado sino como un espacio donde hay divergencias y convergencias entre sus miembros, tanto en la manera de pensar como en la de actuar. 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/2476 10.19053/01227238.2476 Revista Historia de la Educación Latinoamericana; Vol. 15 No. 21 (2013): Laura Mendez de Cuenca; 335-376 Revista Historia de la Educación Latinoamericana; Vol. 15 Núm. 21 (2013): Laura Mendez de Cuenca; 335-376 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/2476/2350 Copyright (c) 2013 Journal History of Latin American Education |
| spellingShingle | Journal of the history of the Latin American education school crisis transformation discipline rule democracy Social Sciences Revista Historia de la Educación Latinoamericana escuela crisis transformación disciplina norma democracia Ciencias Sociales Palacios Mena, Nancy Transformation and crisis of the school: Some reflections on the Colombian case |
| title | Transformation and crisis of the school: Some reflections on the Colombian case |
| title_alt | Transformación y crisis de la escuela: algunas reflexiones sobre el caso colombiano |
| title_full | Transformation and crisis of the school: Some reflections on the Colombian case |
| title_fullStr | Transformation and crisis of the school: Some reflections on the Colombian case |
| title_full_unstemmed | Transformation and crisis of the school: Some reflections on the Colombian case |
| title_short | Transformation and crisis of the school: Some reflections on the Colombian case |
| title_sort | transformation and crisis of the school some reflections on the colombian case |
| topic | Journal of the history of the Latin American education school crisis transformation discipline rule democracy Social Sciences Revista Historia de la Educación Latinoamericana escuela crisis transformación disciplina norma democracia Ciencias Sociales |
| topic_facet | Journal of the history of the Latin American education school crisis transformation discipline rule democracy Social Sciences Revista Historia de la Educación Latinoamericana escuela crisis transformación disciplina norma democracia Ciencias Sociales |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/2476 |
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