Genealogy of teacher training for technical education in Uruguay (1962-1973)

This article focuses on the gradual institutionalisation of teacher training for secondary technical education in Uruguay, which occurred between 1962 and 1973. Technical education has had a systematic presence in the country since the last quarter of the 19th century. Since then, the provision of i...

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Autores principales: Arias Varela, Santiago, Cuello Torres, Freddy, González Rostani, Karina
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025
Materias:
Genealogía
Formación docente
Enseñanza técnica
Genealogy
Teacher training
Technical education
Country model
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/945
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-945
record_format ojs
spelling I15-R208-article-9452025-07-01T15:52:04Z Genealogy of teacher training for technical education in Uruguay (1962-1973) Genealogía de la formación docente para la enseñanza técnica del Uruguay (1962-1971) Arias Varela, Santiago Cuello Torres, Freddy González Rostani, Karina Genealogía Formación docente Enseñanza técnica Genealogy Teacher training Technical education Country model This article focuses on the gradual institutionalisation of teacher training for secondary technical education in Uruguay, which occurred between 1962 and 1973. Technical education has had a systematic presence in the country since the last quarter of the 19th century. Since then, the provision of its teachers has been articulated in different ways, bringing into play different institutional forms and pedagogical discourses. This study will look at historical, political and pedagogical tensions and transformations in relation to the metamorphoses of the economic-productive model. The study is concerned with the question of how to respond to the demand for the training of technical teachers that the country needed. The findings identify a series of changes in both pedagogical and institutional positions. Considering that this is an area of under-explored research in the Uruguayan educational field, it is proposed to contribute to a better understanding of it. This work shares substantive knowledge to contribute to the memory of technical teacher training, particularly at the Instituto Normal de Enseñanza Técnica. Este artículo pone su foco en la gradual institucionalización de la formación de maestros y profesores para la enseñanza técnica de nivel medio en el Uruguay, acontecida entre los años 1962 y 1973. La enseñanza técnica tiene presencia sistemática en el país desde el último cuarto del siglo XIX. A partir de ese momento, la provisión de sus docentes se ha articulado de diferentes modos, poniendo en juego distintas formas institucionales y discursos pedagógicos. En este estudio se verán tensiones y transformaciones de carácter histórico, político y pedagógico, en vínculo con las metamorfosis del modelo económico-productivo. Esto con el interés en saber ¿cómo se dio respuesta a la demanda de formar docentes técnicos que precisaba el país? En los hallazgos, se identifican una serie de cambios que se dan tanto en los posicionamientos pedagógicos como a nivel de institucionalidad. Al considerar que es un área de escasa exploración dentro del campo educativo uruguayo, se propone contribuir a una mayor comprensión de la misma. Este trabajo comparte conocimiento sustantivo para aportar a la memoria de la formación docente técnica, en particular del Instituto Normal de Enseñanza Técnica. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/945 10.35305/rece.v2i20.945 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 20 (2025) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/945/831 Derechos de autor 2025 Santiago Arias Varela, Freddy Cuello Torres, Karina González Rostani https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Genealogía
Formación docente
Enseñanza técnica
Genealogy
Teacher training
Technical education
Country model
spellingShingle Genealogía
Formación docente
Enseñanza técnica
Genealogy
Teacher training
Technical education
Country model
Arias Varela, Santiago
Cuello Torres, Freddy
González Rostani, Karina
Genealogy of teacher training for technical education in Uruguay (1962-1973)
topic_facet Genealogía
Formación docente
Enseñanza técnica
Genealogy
Teacher training
Technical education
Country model
author Arias Varela, Santiago
Cuello Torres, Freddy
González Rostani, Karina
author_facet Arias Varela, Santiago
Cuello Torres, Freddy
González Rostani, Karina
author_sort Arias Varela, Santiago
title Genealogy of teacher training for technical education in Uruguay (1962-1973)
title_short Genealogy of teacher training for technical education in Uruguay (1962-1973)
title_full Genealogy of teacher training for technical education in Uruguay (1962-1973)
title_fullStr Genealogy of teacher training for technical education in Uruguay (1962-1973)
title_full_unstemmed Genealogy of teacher training for technical education in Uruguay (1962-1973)
title_sort genealogy of teacher training for technical education in uruguay (1962-1973)
description This article focuses on the gradual institutionalisation of teacher training for secondary technical education in Uruguay, which occurred between 1962 and 1973. Technical education has had a systematic presence in the country since the last quarter of the 19th century. Since then, the provision of its teachers has been articulated in different ways, bringing into play different institutional forms and pedagogical discourses. This study will look at historical, political and pedagogical tensions and transformations in relation to the metamorphoses of the economic-productive model. The study is concerned with the question of how to respond to the demand for the training of technical teachers that the country needed. The findings identify a series of changes in both pedagogical and institutional positions. Considering that this is an area of under-explored research in the Uruguayan educational field, it is proposed to contribute to a better understanding of it. This work shares substantive knowledge to contribute to the memory of technical teacher training, particularly at the Instituto Normal de Enseñanza Técnica.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2025
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/945
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first_indexed 2025-09-04T05:05:59Z
last_indexed 2025-09-04T05:05:59Z
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