La niñez en la educación pública Nuevoleonesa 1891-1940

Abstract

In the configuration of the Mexican state in the nineteenth century, education played a strategic role in the concretion of liberal thought, disseminated from its institutions. The school, therefore, became the ideal space for disseminating ideas that struggled for human rights. Education as intentional action, capable of forging in the individual, a critical capacity, from the scientific and humanistic knowledge, breaks with the traditional precept of the focused instruction, only in the knowledge, leaving out the aspects affective and psychomotors.

A work that puts in the debate how the concept of education developed throughout the nineteenth century, how they built the representations and meanings of who were the children who attended the schools, what they did in the classroom, how they were cared for by s US professors, what they played or what they discussed and how they were seen by the older people, is the text called the childhood in the public education Nuevoleonesa 1891-1940 of Norma Ramos Escobar. The text is the product of a historical research, its author, is a graduate of the doctorate in Social sciences and humanities of the autonomous Metropolitan University in Mexico City. It is a publication of the Editorial Fund of Nuevo León, the Faculty of Philosophy and Letters, Autonomous University of Nuevo León. Mexico published in january 2015.

In the introduction Ramos Escobar poses, the main objective of the work: to analyse the conceptions and speeches of teachers around childhood, to observe how the concept of schooled childhood is built in the local imaginary, starting from the last decade of the nineteenth century and the first four decades of the twentieth century, as is advanced in the capitulated is pointing out the findings in the speeches of teachers, inspectors and educational authorities the conceptions that define children and other elements of the educational process. Identifies cultural objects such as textbooks, newspapers and students ' work that testify to the educational model of the time. It indicates ruptures, changes or continuations of the archetypes imposed in the Porfiriato and in the postrevolution. The author makes clear her position in the introduction that girls, boys, school and speeches help to understand how subjects were conceptualized in education at the end of the Porfiriato and how ruptures were generated in the first four decades of the twentieth century and n the state of Nuevo León.