Between global processes and local uses: recent category analysis of the history of education for the study of secondary education in Argentina
DOI:
https://doi.org/10.14516/ete.2014.001.002.001Parole chiave:
School format, School culture, Institutional model, Secondary education, History of EducationAbstract
The present article aims to analyze the recent categories of the History of the Education currently used for studying the global processes of education with special emphasis on the study of the configuration of secondary education. The article examines categories linked to the notion of institution and categories from the study of the school format. It concludes with the contributions of the categories analyzed to the study of a local process - the configuration of the secondary school in the Argentina - in the scene of the internationalization of ideas and educational practices by the end of the 19th century and the beginning of the 20th century. To this end it develops the category of institutional model.
Riferimenti bibliografici
Acosta, F. (2011). Escuela secundaria y sistemas educativos modernos: análisis histórico comparado de la dinámica de configuración y expansión en países centrales y en la Argentina. HISTEDBR, n. 42, pp. 3-13.
Burke, P. (2007). Historia y teoría social. Buenos Aires: Amorrortu editores.
Chervel, A. (1988). L’histoire des disciplines scolaires. Réflexions sur un domaine de recherche. Histoire de l´education, n. 38, pp. 59-119.
Compère, M.M. y Savoie, Ph. (2001). L’établissement secondaire et l’histoire de l’éducation. Histoire de l´education, n. 90, pp. 5-20.
Dussel, I. (2012). The assembling of schooling. Discussing concepts and models for understanding the historical production of modern schooling. Paper presentado en 56 Conferencia Anual de la Comparative and International Education Society, Puerto Rico, Abril.
Faria Filho. L. , Gonçalves, I. , Gonçalves Vidal, D. y Paulilo, A. (2004). A cultura escolar como categoria de análise e como campo de investigação na história da educação brasileira. Educação e Pesquisa, v. 30, n.1, pp. 139-159.
Julia, D. (2001). A cultura escolar como objeto histórico. Revista Brasileira de História da Educaçao, n. 1, pp. 9-44.
Steedman, H. (1992). Las endowed grammar schools como instituciones determinantes. En: Mueller, D., Ringer, F. y B. Simon (eds.). El desarrollo del sistema educativo moderno. Cambio estructural y reproducción social 1870-1920. Madrid: Ministerio de Trabajo y Seguridad.
Terigi, F. (2008). Organización de la enseñanza en los plurigrados de las escuelas rurales. Tesis de Maestría inédita. FLACSO Argentina.
Tyack, D. y Cuban, L. (1995). Tinkering toward utopia. A century of Public School Reform. USA: Harvard University Press.
Vincent G., Lahire, B. y D. Thin (1994). Sur l’histoire e la théorie de la forme scolaire. En: Vincent, G. (Dir.). L’éducation prisionnière de la forme scolaire? Scolarisation et socialisation dans les sociétés indsutrielles. Lyon: Presses Universitaires de Lyon.
