Hacia la construcción de una historia del libro escolar en Chile (1843-1879). Traducción, apropiación, adaptación, imitación y producción propia.
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| Title: | Hacia la construcción de una historia del libro escolar en Chile (1843-1879). Traducción, apropiación, adaptación, imitación y producción propia. |
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| Alternate Title: | Towards the Construction of a History of the Schoolbook in Chile 1843-1879): Translation, Appropriation, Adaptation, Imitation, and Self-Production. Vers la construction d'une histoire du livre scolaire au Chili (1843- 1879). Traduction, appropriation, adaptation, imitation et production propre. |
| Authors: | Soaje de Elías, Raquel1, Salas Fernández, Manuel1 |
| Source: | Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion. Fall2023, Vol. 24, p178-194. 17p. |
| Subject Terms: | *Textbooks, Nineteenth century |
| Geographic Terms: | Chile |
| Abstract (English): | The decade of 1840 marks a before-and-after period for the general history of culture and education in Chile. The consolidation of an institutional order based on liberal principles characterizes this new period with the opening of the Universidad de Chile and the Escuela Normal de Profesores (1842). In this context, schoolbooks evolve as cultural artifacts, encouraged by the policy of expansion of the public-education reform. The latter, controlled by the state, reaffirmed its essential importance in order to "civilize and moralize" the new citizens for the republic. In this trend, the following research explores the elements that intervened in the creation of such textbooks. What stands out among them: the educational ideology reflected within the books, the role played by the University Council as an instance of censorship of those works, and the position played by the authors of those texts as agents of social change through the different forms of written production they arranged. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La década de 1840 marcó para Chile un antes y un después en el ámbito de la cultura en general y de la educación en particular debido a que en este periodo se inició la consolidación de un orden institucional sustentado en principios de corte liberal, como la fundación de la Universidad de Chile y la Escuela Normal de profesores (1842). En este contexto, se desarrolló la historia del libro escolar como instrumento didáctico impulsado a partir de la política de expansión de la escuela pública en Chile, implementada desde el Estado, como instrumento esencial para "civilizar y moralizar" al nuevo ciudadano republicano. Nuestro estudio apunta, en una primera aproximación, a definir los factores que intervinieron en la creación de dichos manuales, entre los que destacan: el ideario educativo reflejado en ellos, el rol del Consejo Universitario (1842-1879) como órgano de censura, y los autores como agentes de cambio social a través de las diferentes formas de producción escrita escolar que ellos gestaron. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Les années 1840 marquent un avant et un après dans l'histoire générale de la culture et de l'éducation chiliennes. La consolidation d'un ordre institutionnel basé sur des principes libéraux caractérise cette nouvelle période marquée par l'ouverture de l'Universidad de Chile et de l'Escuela Normal de Profesores (1842). Dans ce contexte, les manuels scolaires évoluent en tant qu'artéfacts culturels, stimulés par la politique d'expansion de la réforme de l'enseignement public. Cette politique, contrôlé par l'État, réaffirme son importance essentielle pour « civiliser et moraliser » les nouveaux citoyens de la république. Dans cette optique, notre recherche explore les éléments qui sont intervenus dans la création de ces manuels, y compris l'idéologie éducative reflétée dans les livres ; le rôle du Conseil universitaire en tant qu'exemple de censure de ces textes ; et la place des auteurs de ces textes en tant qu'agents du changement social grâce à leurs différents genres de production écrite. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The decade of 1840 marks a before-and-after period for the general history of culture and education in Chile. The consolidation of an institutional order based on liberal principles characterizes this new period with the opening of the Universidad de Chile and the Escuela Normal de Profesores (1842). In this context, schoolbooks evolve as cultural artifacts, encouraged by the policy of expansion of the public-education reform. The latter, controlled by the state, reaffirmed its essential importance in order to "civilize and moralize" the new citizens for the republic. In this trend, the following research explores the elements that intervened in the creation of such textbooks. What stands out among them: the educational ideology reflected within the books, the role played by the University Council as an instance of censorship of those works, and the position played by the authors of those texts as agents of social change through the different forms of written production they arranged. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 25608371 |
| DOI: | 10.24908/encounters.v24i0.17043 |
