Teachers Colleges in Guatemala Origin, development, crisis, and current situation
This article aims to synthesise the origins, development and situational crisis of Teachers Colleges in Guatemala: It presents a chronological analysis and includes the main centers, giving their founding dates and location. Some legal issues are touched upon because of their relevance to the instit...
| Main Authors: | , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2016
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4366 |
| _version_ | 1801706198862397440 |
|---|---|
| author | López Rivas, Oscar Hugo Cortez Sic, José Enrique |
| author_facet | López Rivas, Oscar Hugo Cortez Sic, José Enrique |
| author_sort | López Rivas, Oscar Hugo |
| collection | OJS |
| description | This article aims to synthesise the origins, development and situational crisis of Teachers Colleges in Guatemala: It presents a chronological analysis and includes the main centers, giving their founding dates and location. Some legal issues are touched upon because of their relevance to the institutions’ social role, given that these institutions not only offer enhanced social status, but also were the only option for youth of humble origin. As expressed Alvarez V. “...rurality and poverty are major factors in those departments where teaching was the main opportunity to mobility”. The study also discloses the disproportionate increase in public Teachers Colleges and particularly, in private ones, which generated an increase in young men and women who leaned toward teaching, not always by vocation. The significant increase in admissions was not matched by quality either in teachers training or in updating the training model., This created a crisis in teachers colleges in different areas - infrastructure, overpopulation, educational problems, model type issues, among others. The result was thousands of graduates every year with little chance of finding work in teaching, so that teachers resigned themselves to accept any unskilled job they were offered. The strategy adopted by the Ministry of Education to deal with this crisis was to cancel primary school teachers training in Teachers Colleges, leaving these centers to continue offering offering only the pre – primary teaching career and a degree in high school education. In the latter case, the candidate must continue at university level for three years in order to obtain the title of Teacher in Intercultural Primary or Bilingual Intercultural Education, Music, Physical Education or Teacher in Productivity and Development. The strategy was somewhat controversial. Today, many of the remaining Teachers Colleges are not resigned to their new role, they have declined in terms of population and make every effort to survive in very difficult conditions. Some private colleges have organized for the purpose of following legal proceedings in the courts in order to reverse the decision to cancel teachers training in Teachers Colleges and private schools. So far the decisions have not been in their favour. Nevertheless, other legal remedies are still being studied. Regardless of this situation, the offer of majors for teachers training in primary level and its specialities in college are underway this first semester of the year. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-4366 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2016 |
| 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-43662023-09-06T20:35:49Z Teachers Colleges in Guatemala Origin, development, crisis, and current situation Las Escuelas Normales en Guatemala Origen y desarrollo, crisis y situación actual As Escolas Normais na GuatemalaOrigem e desenvolvimento, crise e situação atual López Rivas, Oscar Hugo Cortez Sic, José Enrique Teacher Colleges; Teacher Training; Initial training; Crisis; Reforms; Majors; Specialties Social Sciences Escuelas Normales Formación docente Formación inicial Crisis Reformas Carreras Especialidades Ciencias Sociales Escolas Normais; Formação; docente, Formação inicial; Crise; Reformas; Carreiras; Especialidades This article aims to synthesise the origins, development and situational crisis of Teachers Colleges in Guatemala: It presents a chronological analysis and includes the main centers, giving their founding dates and location. Some legal issues are touched upon because of their relevance to the institutions’ social role, given that these institutions not only offer enhanced social status, but also were the only option for youth of humble origin. As expressed Alvarez V. “...rurality and poverty are major factors in those departments where teaching was the main opportunity to mobility”. The study also discloses the disproportionate increase in public Teachers Colleges and particularly, in private ones, which generated an increase in young men and women who leaned toward teaching, not always by vocation. The significant increase in admissions was not matched by quality either in teachers training or in updating the training model., This created a crisis in teachers colleges in different areas - infrastructure, overpopulation, educational problems, model type issues, among others. The result was thousands of graduates every year with little chance of finding work in teaching, so that teachers resigned themselves to accept any unskilled job they were offered. The strategy adopted by the Ministry of Education to deal with this crisis was to cancel primary school teachers training in Teachers Colleges, leaving these centers to continue offering offering only the pre – primary teaching career and a degree in high school education. In the latter case, the candidate must continue at university level for three years in order to obtain the title of Teacher in Intercultural Primary or Bilingual Intercultural Education, Music, Physical Education or Teacher in Productivity and Development. The strategy was somewhat controversial. Today, many of the remaining Teachers Colleges are not resigned to their new role, they have declined in terms of population and make every effort to survive in very difficult conditions. Some private colleges have organized for the purpose of following legal proceedings in the courts in order to reverse the decision to cancel teachers training in Teachers Colleges and private schools. So far the decisions have not been in their favour. Nevertheless, other legal remedies are still being studied. Regardless of this situation, the offer of majors for teachers training in primary level and its specialities in college are underway this first semester of the year. El artículo que se presenta a continuación tiene por objetivo desarrollar una síntesis de los orígenes, desarrollo y crisis situacional de las Escuelas Normalesen Guatemala, plantea un recorrido cronológico que incluye los principales centros, fechas de fundación y el lugar de ubicación. También, se presentan algunos aspectos de carácter legal para comprender su recorrido, en tanto que no solo ofrecían una carrera con alta valoración social, sino que además, era lo único a lo cual tenían acceso los jóvenes de origen popular, tal como lo expresa Álvarez, V. “… en aquellos departamentos donde mayoritariamente la carrera que ofrecen los establecimientos del ciclo diversificado es magisterio, la ruralidad y la pobreza son indicadores elevados” Se da a conocer asimismo, el incremento desmesurado de las Escuelas Normalesoficiales y en particular las privadas, lo que generó un aumento de los jóvenes y señoritas que se inclinaban por el magisterio, no siempre por vocación. El aumento significativo de la oferta, no fue paralelo a la calidad con relación a la formación de los formadores ni en la actualización del modelo formativo, lo que llevó a las escuelas e institutos Normales a entrar en una crisis en diferentes ámbitos, infraestructura, sobrepoblación, problemática docente, tipo de modelo, entre otros aspectos. Miles de egresados cada año con pocas posibilidades de encontrar trabajo en la docencia, por lo que los maestros se resignaban a dedicarse a cualquier tarea no calificada que se les ofrecía. Esta crisis llevó al Ministerio de Educación a plantearse una estrategia por medio de la cual, no sin conflictos, se cancela la formación de maestros de educación primaria en las Escuelas Normales, dejándoles a estos centros la oportunidad de seguir ofreciendo, únicamente la carrera de magisterio infantil[1], pre-primario[2] y la carrera de bachillerato en educación, este último caso, con el propósito de continuar después estudios a nivel universitario y luego de tres años obtener el título de Profesor de Educación Primaria Intercultural o Bilingüe Intercultural, Música, Educación Física o bien en Productividad y Desarrollo[3]. En la actualidad muchas de las Escuelas Normales no se resignan a su nuevo rol, han disminuido en cuanto a su población y hacen todos los esfuerzos por sobrevivir en condiciones de mucha dificultad. Los empresarios de la educación organizados para el efecto siguen procesos legales en las cortes con miras a revertir la medida de cancelar la formación de maestros en las Escuelas Normales y colegios privados, sin embargo, las resoluciones han sido desfavorables, todavía siguen dilucidándose otros recursos legales. A pesar de eso, la oferta de carreras para formación de profesores para el nivel primario y sus especialidades en la universidad está en marcha en su primer semestre. [1] Escuelas Normales que se dedican a formar a maestros y maestras que puedan atender a niños de 0 a 4 años. [2] Nivel de educación para niños de 4 a 6 años, en otros países es el preescolar. [3] La especialidad del profesorado en Productividad y Desarrollo favorece la formación del docente para participar activamente en los procesos de desarrollo económico y social de su entorno inmediato. Promueve, el acceso equitativo al desarrollo para todos (as) los (as) guatemaltecos (as). (Ministerio de Educación, Curriculum Nacional Base, 2008, 188) Este artigo tem como objetivo desenvolver uma síntese das origens, desenvolvimento e crise situacional das Escolas Normais na Guatemala, e apresenta um percurso cronológico que inclui os principais centros, datas, de fundação e a localização. Também traz alguns aspectos de caráter legal para compreender o seu percurso, enquanto que se ofereciam não somente uma carreira de alto valor social, senão era a única possibilidade de ascensão para os jovens de origem popular, conforme Álvarez, V. “... en aquellos departamentos donde mayoritariamente la carrera que ofrecen los establecimientos del ciclo diversificado es magisterio, la ruralidad y la pobreza son indicadores elevados”. Assim mesmo, se ressalta o crescimento desproporcional das Escolas Normais oficiais, particularmente, das escolas privadas, o que gerou aumento dos(as) jovens que se inclinavam ao magistério, nem sempre por vocação. O grande crescimento da oferta não foi acompanhado da qualidade na formação nem na atualização do modelo de formação, o que acarretou numa crise das escolas e dos institutos Normais quanto a infraestrutura, superpopulação, problemática docente, tipos de modelos, etc. Havia, assim, milhares de egressos a cada ano com poucas possibilidades de conseguir trabalho como docentes e que se resignavam a exercer qualquer atividade desqualificada. Essa crise provocou a concepção de uma estratégia pelo Ministério da Educação, que interrompeu a formação docente para o ensino primário nas Escolas Normais, que somente poderiam oferecer apenas os cursos de magistério infantil, pré-primario e para o ensino médio, este com a intenção na continuação dos estudos no nível universitário habilitando ao título de Professor da Educação Primária Intercultural ou Bilìngue Intercultural, Música, Educação Física ou em Produtividade e Desenvolvimento. Atualmente muitas Escolas Normais não se contentam com seu novo papel e tem diminuído a oferta de matrícula, se esforçando para sobreviver em condições adversas. Os empresários da educação se organizam e prosseguem com processos judiciais tentando reverter a intenção de reduzir a formação de docentes em Escolas Normais e colégios privados, porém as decisões têm lhes desfavorecido, mas eles continuam procurando outros recursos jurídicos. Mesmo assim, as universidades mantêm a oferta de cursos de professores para o nível primário e suas especialidades em seu primeiro semestre. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2016-01-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4366 10.19053/01227238.4366 Revista Historia de la Educación Latinoamericana; Vol. 18 No. 26 (2016): Leolinda Figueiredo Daltro; 71-89 Revista Historia de la Educación Latinoamericana; Vol. 18 Núm. 26 (2016): Leolinda Figueiredo Daltro; 71-89 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4366/10500 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4366/5770 Copyright (c) 2016 Journal History of Latin American Education |
| spellingShingle | Teacher Colleges; Teacher Training; Initial training; Crisis; Reforms; Majors; Specialties Social Sciences Escuelas Normales Formación docente Formación inicial Crisis Reformas Carreras Especialidades Ciencias Sociales Escolas Normais; Formação; docente, Formação inicial; Crise; Reformas; Carreiras; Especialidades López Rivas, Oscar Hugo Cortez Sic, José Enrique Teachers Colleges in Guatemala Origin, development, crisis, and current situation |
| title | Teachers Colleges in Guatemala Origin, development, crisis, and current situation |
| title_alt | Las Escuelas Normales en Guatemala Origen y desarrollo, crisis y situación actual As Escolas Normais na GuatemalaOrigem e desenvolvimento, crise e situação atual |
| title_full | Teachers Colleges in Guatemala Origin, development, crisis, and current situation |
| title_fullStr | Teachers Colleges in Guatemala Origin, development, crisis, and current situation |
| title_full_unstemmed | Teachers Colleges in Guatemala Origin, development, crisis, and current situation |
| title_short | Teachers Colleges in Guatemala Origin, development, crisis, and current situation |
| title_sort | teachers colleges in guatemala origin development crisis and current situation |
| topic | Teacher Colleges; Teacher Training; Initial training; Crisis; Reforms; Majors; Specialties Social Sciences Escuelas Normales Formación docente Formación inicial Crisis Reformas Carreras Especialidades Ciencias Sociales Escolas Normais; Formação; docente, Formação inicial; Crise; Reformas; Carreiras; Especialidades |
| topic_facet | Teacher Colleges; Teacher Training; Initial training; Crisis; Reforms; Majors; Specialties Social Sciences Escuelas Normales Formación docente Formación inicial Crisis Reformas Carreras Especialidades Ciencias Sociales Escolas Normais; Formação; docente, Formação inicial; Crise; Reformas; Carreiras; Especialidades |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4366 |
| work_keys_str_mv | AT lopezrivasoscarhugo teacherscollegesinguatemalaorigindevelopmentcrisisandcurrentsituation AT cortezsicjoseenrique teacherscollegesinguatemalaorigindevelopmentcrisisandcurrentsituation AT lopezrivasoscarhugo lasescuelasnormalesenguatemalaorigenydesarrollocrisisysituacionactual AT cortezsicjoseenrique lasescuelasnormalesenguatemalaorigenydesarrollocrisisysituacionactual AT lopezrivasoscarhugo asescolasnormaisnaguatemalaorigemedesenvolvimentocriseesituacaoatual AT cortezsicjoseenrique asescolasnormaisnaguatemalaorigemedesenvolvimentocriseesituacaoatual |
