Early Childhood Education and the Role of Nursery School Teacher, Medellín-Colombia: 1915-1930
This paper analyzes the historical production of a kind of school knowledge that enabled the education of preschoolers and the formation of the preschool or nursery school teacher at Colegio María Auxiliadora of Medellin, by means of the appropriation of Pestalozzi, Fröebel and Montessori methods. M...
| Main Author: | |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2018
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7193 |
| _version_ | 1801706384503341056 |
|---|---|
| author | Martinez Velasco, Miguel Angel |
| author_facet | Martinez Velasco, Miguel Angel |
| author_sort | Martinez Velasco, Miguel Angel |
| collection | OJS |
| description | This paper analyzes the historical production of a kind of school knowledge that enabled the education of preschoolers and the formation of the preschool or nursery school teacher at Colegio María Auxiliadora of Medellin, by means of the appropriation of Pestalozzi, Fröebel and Montessori methods. Methodologically, this pedagogical practice was studied from a historical approach; additionally, some archeogenealogical tools were used. The contents of the text are developed in three moments: the irst analyzes the emergence of the nursery school teacher, the second examines the institutionalization of early childhood teaching as the irst instructional level, and a third moment rewrites the discourses and practices of early childhood education and preschool teacher training. The indings include the power-knowledge tensions that occurred in the context of catholic pedagogy, a characterization of the knowledge considered necessary for the education of preschoolers, and the coniguration of the Early Childhood Pedagogy Program for the training of preschool teachers. In conclusion, some uses of the educational experience of the present Salesian kindergarten are related, recurring to the notion of active memory of pedagogical knowledge, that will allow the future reconceptualization of early education. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7193 |
| institution | Revista Historia Y Memoria |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-71932023-11-27T19:42:27Z Early Childhood Education and the Role of Nursery School Teacher, Medellín-Colombia: 1915-1930 Educación infantil y oficio de maestra-jardinera, Medellín-Colombia: 1915-1930 L’éducation de la petite enfance et le métier d’institutrice, Medellín-Colombie : 1915-1930 Martinez Velasco, Miguel Angel Preschool Nursery School Teacher Collective Memory Church-State Relations Early Childhood Education. escuela de párvulos maestra-jardinera memoria colectiva relación Iglesia-Estado educación de la primera infancia This paper analyzes the historical production of a kind of school knowledge that enabled the education of preschoolers and the formation of the preschool or nursery school teacher at Colegio María Auxiliadora of Medellin, by means of the appropriation of Pestalozzi, Fröebel and Montessori methods. Methodologically, this pedagogical practice was studied from a historical approach; additionally, some archeogenealogical tools were used. The contents of the text are developed in three moments: the irst analyzes the emergence of the nursery school teacher, the second examines the institutionalization of early childhood teaching as the irst instructional level, and a third moment rewrites the discourses and practices of early childhood education and preschool teacher training. The indings include the power-knowledge tensions that occurred in the context of catholic pedagogy, a characterization of the knowledge considered necessary for the education of preschoolers, and the coniguration of the Early Childhood Pedagogy Program for the training of preschool teachers. In conclusion, some uses of the educational experience of the present Salesian kindergarten are related, recurring to the notion of active memory of pedagogical knowledge, that will allow the future reconceptualization of early education. El artículo tiene como propósito analizar históricamente la producción de un saber escolar que permitió la educación de los párvulos y la formación de la maestra-jardinera al interior del Colegio María Auxiliadora de Medellín, a partir de la apropiación de Pestalozzi, Fröebel y Montessori. Metodológicamente se empleó el enfoque histórico de la práctica pedagógica y como método algunas herramientas arqueogenealógicas. El contenido del texto se desarrolla en tres momentos: el primero analiza la emergencia de la maestrajardinera, el segundo da cuenta de la institucionalización de la enseñanza infantil como el primer nivel de instrucción y un tercer momento reescribe los discursos y prácticas para llevar a cabo la educación infantil y la formación de la maestrajardinera. Se presentan como resultados las tensiones de saberpoder que acontecieron en el marco de la pedagogía católica, los saberes para educar a los párvulos y la configuración de la cátedra de pedagogía infantil para la formación de la maestra-jardinera. Como conclusiones se exponen algunos usos de la experiencia educativa del kindergarten salesiano en el presente, recurriendo a la noción de memoria activa del saber pedagógico que permita, hacia futuro, llevar a cabo la reconceptualización de la educación inicial. L’article a pour but d’analyser historiquement la production d’un savoir scolaire ayant permis d’éduquer la petite enfance et de former des institutrices dans le Collège María Auxiliadora à Medellín, en suivant les méthodes de Pestalozzi, Fröebel et Montessori. Quant à la méthodologie, nous avons employéune approche historique de la pratique pédagogique et quelques outils archéo-génealogiques. Le texte a trois parties : d’abord, nous analysons l’émergence de l’institutrice, ensuite nous abordons l’institutionnalisation de l’enseignement de la petite enfance comme premier niveau de la scolarisation,puis nous réécrivons les discours et les pratiques propres à l’éducation de la petite enfance et à la formation des institutrices. Les résultats de notre recherche parlent des tensions savoir-pouvoir qui ont eu lieu dans le cadre de la pédagogie catholique, les savoirs pour éduquer les enfants de préscolaire et la coniguration de la chaire de pédagogie de l’enfant mise en place pour former des institutrices. L’article aborde dans la conclusion quelques usages de l’expérience éducative des maternelles salésiennes de nos jours, en ayant recours à la notion de mémoire active du savoir pédagogique, ain de permettre, à l’avenir, d’entreprendre une nouvelle conceptualisation de l’éducation préscolaire. Universidad Pedagógica y Tecnológica de Colombia 2018-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7193 10.19053/20275137.n16.2018.7193 Historia Y Memoria; No. 16 (2018): Towards a history of war and militias. XVI-XVX centuries; 281-318 Historia Y Memoria; Núm. 16 (2018): Enero-Junio 2018. PARA UNA HISTORIA DE LA GUERRA Y DE LAS MILICIAS . SIGLOS XVI A XIX; 281-318 Historia Y Memoria; No 16 (2018): Pour une histoire de la guerre et des milices, XVIe-XIXe siècles; 281-318 2322-777X 2027-5137 spa https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7193/6074 https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7193/7279 Derechos de autor 2018 Historia Y MEMORIA |
| spellingShingle | Preschool Nursery School Teacher Collective Memory Church-State Relations Early Childhood Education. escuela de párvulos maestra-jardinera memoria colectiva relación Iglesia-Estado educación de la primera infancia Martinez Velasco, Miguel Angel Early Childhood Education and the Role of Nursery School Teacher, Medellín-Colombia: 1915-1930 |
| title | Early Childhood Education and the Role of Nursery School Teacher, Medellín-Colombia: 1915-1930 |
| title_alt | Educación infantil y oficio de maestra-jardinera, Medellín-Colombia: 1915-1930 L’éducation de la petite enfance et le métier d’institutrice, Medellín-Colombie : 1915-1930 |
| title_full | Early Childhood Education and the Role of Nursery School Teacher, Medellín-Colombia: 1915-1930 |
| title_fullStr | Early Childhood Education and the Role of Nursery School Teacher, Medellín-Colombia: 1915-1930 |
| title_full_unstemmed | Early Childhood Education and the Role of Nursery School Teacher, Medellín-Colombia: 1915-1930 |
| title_short | Early Childhood Education and the Role of Nursery School Teacher, Medellín-Colombia: 1915-1930 |
| title_sort | early childhood education and the role of nursery school teacher medellin colombia 1915 1930 |
| topic | Preschool Nursery School Teacher Collective Memory Church-State Relations Early Childhood Education. escuela de párvulos maestra-jardinera memoria colectiva relación Iglesia-Estado educación de la primera infancia |
| topic_facet | Preschool Nursery School Teacher Collective Memory Church-State Relations Early Childhood Education. escuela de párvulos maestra-jardinera memoria colectiva relación Iglesia-Estado educación de la primera infancia |
| url | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7193 |
| work_keys_str_mv | AT martinezvelascomiguelangel earlychildhoodeducationandtheroleofnurseryschoolteachermedellincolombia19151930 AT martinezvelascomiguelangel educacioninfantilyoficiodemaestrajardineramedellincolombia19151930 AT martinezvelascomiguelangel leducationdelapetiteenfanceetlemetierdinstitutricemedellincolombie19151930 |
