La instrucción pública en Zacatecas. La escuela y la enseñanza primaria laica, 1863-1914
This chapter explains the progress of primary instruction through the revision of the components of school and secular teaching in Zacatecas from 1862 to 1914. In this period, education was assumed as a means and part of the secularization of culture. The Reform Laws, the subsequent ones reforms of...
| Autor: | |
|---|---|
| Tipo de recurso: | capítulo de libro |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | México |
| Institución: | Universidad Autónoma de Zacatecas |
| Repositorio: | Repositorio Institucional Caxcán |
| Idioma: | español |
| OAI Identifier: | oai:http://ricaxcan.uaz.edu.mx:20.500.11845/3003 |
| Acceso en línea: | http://ricaxcan.uaz.edu.mx/jspui/handle/20.500.11845/3003 http://dx.doi.org/10.48779/ricaxcan-113 |
| Access Level: | acceso abierto |
| Palabra clave: | HUMANIDADES Y CIENCIAS DE LA CONDUCTA [4] Instrucción primaria escuela laica enseñanza laica |
| Sumario: | This chapter explains the progress of primary instruction through the revision of the components of school and secular teaching in Zacatecas from 1862 to 1914. In this period, education was assumed as a means and part of the secularization of culture. The Reform Laws, the subsequent ones reforms of primary education and the creation of pedagogical associations from 1870, caused a break in the Catholic hegemony. In political terms, it was believed that education was necessary, since it would help society to reach modernity, its essential value lay in being an element. founding of the autonomy of the democratic subject, which would become aware and fight against corporate activities based on the principles of the old regime. The magisterial association was understood as a new stronghold to promote the progress of the school and secular teaching. This formal organization was used by the local authorities to intervene in the social construction of the scientific and moral virtues of the professors and the dissemination of republican values. From 1891, in the normals of young ladies and men fell the formation of the teacher of primary instruction who operated in accordance with the Organic Law of Primary Instruction of 1891. Consecutively, more regulatory bodies were instituted to control the actions and practices of local teachers to standardize public education. |
|---|