Building pedagogical memory from initial teacher training: Pedagogical historical visits to two normal schools in the city of Córdoba
From the Chairs of History of Argentine Education and Pedagogy of the Education Sciences Career – UNC, together with the research project (SECyT): “The right to secondary schooling. Contributions for the (de)construction of schooling conditions and the school format”, we articulate efforts in the un...
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina
2022
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/efi/article/view/39281 |
| Aporte de: |
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I10-R284-article-39281 |
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ojs |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-284 |
| container_title_str |
Educación, formación e investigación |
| language |
Español |
| format |
Artículo revista |
| topic |
formación docente inicial normalismo Escuela Nueva Proyecto Pedagógico Institucional materialidad escolar initial teacher training normalism New School Institutional Pedagogical Project school materiality |
| spellingShingle |
formación docente inicial normalismo Escuela Nueva Proyecto Pedagógico Institucional materialidad escolar initial teacher training normalism New School Institutional Pedagogical Project school materiality Gutierrez, Gonzalo Martín Van Cauteren, Analía Building pedagogical memory from initial teacher training: Pedagogical historical visits to two normal schools in the city of Córdoba |
| topic_facet |
formación docente inicial normalismo Escuela Nueva Proyecto Pedagógico Institucional materialidad escolar initial teacher training normalism New School Institutional Pedagogical Project school materiality |
| author |
Gutierrez, Gonzalo Martín Van Cauteren, Analía |
| author_facet |
Gutierrez, Gonzalo Martín Van Cauteren, Analía |
| author_sort |
Gutierrez, Gonzalo Martín |
| title |
Building pedagogical memory from initial teacher training: Pedagogical historical visits to two normal schools in the city of Córdoba |
| title_short |
Building pedagogical memory from initial teacher training: Pedagogical historical visits to two normal schools in the city of Córdoba |
| title_full |
Building pedagogical memory from initial teacher training: Pedagogical historical visits to two normal schools in the city of Córdoba |
| title_fullStr |
Building pedagogical memory from initial teacher training: Pedagogical historical visits to two normal schools in the city of Córdoba |
| title_full_unstemmed |
Building pedagogical memory from initial teacher training: Pedagogical historical visits to two normal schools in the city of Córdoba |
| title_sort |
building pedagogical memory from initial teacher training: pedagogical historical visits to two normal schools in the city of córdoba |
| description |
From the Chairs of History of Argentine Education and Pedagogy of the Education Sciences Career – UNC, together with the research project (SECyT): “The right to secondary schooling. Contributions for the (de)construction of schooling conditions and the school format”, we articulate efforts in the understanding of common and relevant historical pedagogical processes for initial training. For this, on the occasion of the study of educational trends in Argentina and Córdoba between the end of the 19th century and the middle of the 20th century with first-year students, we made visits to the Escuelas Normales Superiores Dr. Alejandro Carbó and Dr. Agustín Garzón Agulla.
The formative purposes of these “pedagogical expeditions” were multiple. It was interesting to produce memory about local traditions that democratized (or not) public education, as well as their relationships (never linear) with the present; put into dialogue national and provincial pedagogical political analyzes with institutional pedagogical projects, identifying conditions in which educational proposals were produced, sustained and/or discontinued, in articulations with disputes between models of society; and knowledge of specific school spaces and their meanings.
Making students of initial teacher training protagonists in the study and interpretation of history supposes a historical, pedagogical, and didactic perspective, which in addition to exploring dynamics that enable dialogue between their experiences with those objects of study that run the risk of being interpreted as devoid of meaning due to their temporal distance; give centrality to the processes of educational relations by articulating structural and singular dimensions. |
| publisher |
Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/efi/article/view/39281 |
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I10-R284-article-392812022-11-23T16:06:30Z Building pedagogical memory from initial teacher training: Pedagogical historical visits to two normal schools in the city of Córdoba Construir memoria pedagógica desde la formación docente inicial: Visitas histórico-pedagógicas a dos escuelas normales de la ciudad de Córdoba Gutierrez, Gonzalo Martín Van Cauteren, Analía formación docente inicial normalismo Escuela Nueva Proyecto Pedagógico Institucional materialidad escolar initial teacher training normalism New School Institutional Pedagogical Project school materiality From the Chairs of History of Argentine Education and Pedagogy of the Education Sciences Career – UNC, together with the research project (SECyT): “The right to secondary schooling. Contributions for the (de)construction of schooling conditions and the school format”, we articulate efforts in the understanding of common and relevant historical pedagogical processes for initial training. For this, on the occasion of the study of educational trends in Argentina and Córdoba between the end of the 19th century and the middle of the 20th century with first-year students, we made visits to the Escuelas Normales Superiores Dr. Alejandro Carbó and Dr. Agustín Garzón Agulla. The formative purposes of these “pedagogical expeditions” were multiple. It was interesting to produce memory about local traditions that democratized (or not) public education, as well as their relationships (never linear) with the present; put into dialogue national and provincial pedagogical political analyzes with institutional pedagogical projects, identifying conditions in which educational proposals were produced, sustained and/or discontinued, in articulations with disputes between models of society; and knowledge of specific school spaces and their meanings. Making students of initial teacher training protagonists in the study and interpretation of history supposes a historical, pedagogical, and didactic perspective, which in addition to exploring dynamics that enable dialogue between their experiences with those objects of study that run the risk of being interpreted as devoid of meaning due to their temporal distance; give centrality to the processes of educational relations by articulating structural and singular dimensions. Desde las cátedras de Historia de la Educación Argentina y Pedagogía, de la carrera de Ciencias de la Educación de la Universidad Nacional de Córdoba (UNC), junto al proyecto de investigación (SECyT) “El derecho a la escolarización secundaria. Aportes para la (de)construcción de las condiciones de escolarización y el formato escolar”, articulamos esfuerzos en la comprensión de procesos históricos pedagógicos comunes y relevantes para la formación inicial. En este sentido, con motivo del estudio de tendencias educativas en Argentina y Córdoba entre fines del siglo XIX y mediados del siglo XX, realizamos visitas con estudiantes de primer año a las escuelas normales superiores Dr. Alejandro Carbó y Dr. Agustín Garzón Agulla. Los propósitos formativos de estas “expediciones pedagógicas” fueron múltiples. Nos interesaba, por un lado, producir memoria sobre tradiciones locales que democratizaron (o no) la educación pública, así como sus relaciones (nunca lineales) con el presente. Por otro lado, nos propusimos poner en diálogo análisis político-pedagógicos de carácter nacional y provincial con proyectos pedagógicos institucionales, identificando las condiciones en las cuales se produjeron, sostuvieron y/o discontinuaron propuestas educativas, en articulación con disputas entre modelos de sociedad. Complementariamente, nos planteamos conocer los espacios escolares específicos y sus sentidos. Volver protagonistas en el estudio e interpretación de la historia a estudiantes de formación docente inicial supone una perspectiva histórica, pedagógica y didáctica que otorgue centralidad a los procesos en los cuales se inscriben las relaciones educativas sin perder de vista las articulaciones entre sus dimensiones estructurales y singulares. Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina 2022-11-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Relatos de experiencias application/pdf https://revistas.unc.edu.ar/index.php/efi/article/view/39281 Educación, formación e investigación; Vol. 8 Núm. 13 (2022): Educación y pandemia. Derroteros y vaivenes de la formación docente: antes, durante y ¿después?; 65-77 2422-5975 spa https://revistas.unc.edu.ar/index.php/efi/article/view/39281/39134 https://creativecommons.org/licenses/by-nc-sa/4.0 |