TEACHING THINKING IN CHILE IN THE TWENTIETH CENTURY: SINCE THE NEW SCHOOL UNTIL CONSTRUCTIVISM
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Teoria e Prática da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16148 |
Resumo: | Chile, throughout its history, has been open to the pedagogical ideas particularly from European and North American countries. In the colony different religious congregations from Spain arrived in the country with the idea of teaching. During the Chilean Republican period in the nineteenth century, this country was influenced mainly by the European pedagogy such as German and French and in the last century by the pedagogical principles of the New School of the American representative John Dewey and European representatives from the school of the old world. The main objective of this paper is to describe the thinking of the New School in Chile expressed especially in different transformations and/ or educational reforms: Education Congress Reform (1912), Compulsory Primary Education Act, (1920), Education Reform 1927, Education Reform 1945, The Transformation in 1953, the Education Reform (1965) and Education Reform (1996). Improvements in terms of “How do we think?” from Dewey to the constructivism of Piaget, Bruner, Gardner and the pedagogical psychology of Vygotsky will be visualized through this descriptive analysis. At the same time, some questions will be presented to find out ifrearrangements and contributions to this thinking in Chile have appeared or if they have been assumed literally. |
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TEACHING THINKING IN CHILE IN THE TWENTIETH CENTURY: SINCE THE NEW SCHOOL UNTIL CONSTRUCTIVISMPENSAMIENTO PEDAGÓGICO EN CHILE EN EL SIGLO XX: DESDE LA ESCUELA NUEVA AL CONSTRUCTIVISMOChile, throughout its history, has been open to the pedagogical ideas particularly from European and North American countries. In the colony different religious congregations from Spain arrived in the country with the idea of teaching. During the Chilean Republican period in the nineteenth century, this country was influenced mainly by the European pedagogy such as German and French and in the last century by the pedagogical principles of the New School of the American representative John Dewey and European representatives from the school of the old world. The main objective of this paper is to describe the thinking of the New School in Chile expressed especially in different transformations and/ or educational reforms: Education Congress Reform (1912), Compulsory Primary Education Act, (1920), Education Reform 1927, Education Reform 1945, The Transformation in 1953, the Education Reform (1965) and Education Reform (1996). Improvements in terms of “How do we think?” from Dewey to the constructivism of Piaget, Bruner, Gardner and the pedagogical psychology of Vygotsky will be visualized through this descriptive analysis. At the same time, some questions will be presented to find out ifrearrangements and contributions to this thinking in Chile have appeared or if they have been assumed literally.A lo largo de toda su historia, Chile ha estado abierto a las ideas pedagógicas surgidas especialmente en países europeos o norteamericanos. En la Colonia, hacia la pedagogía de las diversas congregacionesreligiosas llegadas al país desde España. Durante el Chile Republicano del siglo XIX, a la pedagogía europea francesa y alemana y en el siglo pasado estuvo influenciado principalmente por los principios pedagógicos de la Escuela Nueva, tanto del norteamericano John Dewey como de otros representantes de esa escuela del viejo mundo. El objetivo de este artículo es describir el pensamiento de la Escuela Nuevaen Chile expresado especialmente en las diversas transformaciones y/o reformas educacionales (Congreso de Educación de 1912, Ley de Instrucción Primaria Obligatoria de 1920, Reforma Educacional de 1927, Reforma Educacional de 1945, las transformaciones de 1953, la Reforma Educacional de 1965 y la Reforma Educacional de 1996). A través de este análisis descriptivo se visualizará cómo se avanza del ¿Cómo Pensamos? de Dewey hasta el constructivismo presente en Piaget, Bruner, Gardner y la Psicología Pedagógica de Vygotsky. Se cuestionará al mismo tiempo, si ha habido aportes y readecuaciones a esos pensamientos en Chile o se han asumido literalmenteUniversidade Estadual de Maringá2012-02-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1614810.4025/tpe.v14i2.16148Teoria e Prática da Educação; v. 14 n. 2 (2011); 7-202237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16148/8743Caiceo Escudero, Jaimeinfo:eu-repo/semantics/openAccess2023-01-12T13:53:55Zoai:periodicos.uem.br/ojs:article/16148Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:23.539224Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
TEACHING THINKING IN CHILE IN THE TWENTIETH CENTURY: SINCE THE NEW SCHOOL UNTIL CONSTRUCTIVISM PENSAMIENTO PEDAGÓGICO EN CHILE EN EL SIGLO XX: DESDE LA ESCUELA NUEVA AL CONSTRUCTIVISMO |
title |
TEACHING THINKING IN CHILE IN THE TWENTIETH CENTURY: SINCE THE NEW SCHOOL UNTIL CONSTRUCTIVISM |
spellingShingle |
TEACHING THINKING IN CHILE IN THE TWENTIETH CENTURY: SINCE THE NEW SCHOOL UNTIL CONSTRUCTIVISM Caiceo Escudero, Jaime |
title_short |
TEACHING THINKING IN CHILE IN THE TWENTIETH CENTURY: SINCE THE NEW SCHOOL UNTIL CONSTRUCTIVISM |
title_full |
TEACHING THINKING IN CHILE IN THE TWENTIETH CENTURY: SINCE THE NEW SCHOOL UNTIL CONSTRUCTIVISM |
title_fullStr |
TEACHING THINKING IN CHILE IN THE TWENTIETH CENTURY: SINCE THE NEW SCHOOL UNTIL CONSTRUCTIVISM |
title_full_unstemmed |
TEACHING THINKING IN CHILE IN THE TWENTIETH CENTURY: SINCE THE NEW SCHOOL UNTIL CONSTRUCTIVISM |
title_sort |
TEACHING THINKING IN CHILE IN THE TWENTIETH CENTURY: SINCE THE NEW SCHOOL UNTIL CONSTRUCTIVISM |
author |
Caiceo Escudero, Jaime |
author_facet |
Caiceo Escudero, Jaime |
author_role |
author |
dc.contributor.author.fl_str_mv |
Caiceo Escudero, Jaime |
description |
Chile, throughout its history, has been open to the pedagogical ideas particularly from European and North American countries. In the colony different religious congregations from Spain arrived in the country with the idea of teaching. During the Chilean Republican period in the nineteenth century, this country was influenced mainly by the European pedagogy such as German and French and in the last century by the pedagogical principles of the New School of the American representative John Dewey and European representatives from the school of the old world. The main objective of this paper is to describe the thinking of the New School in Chile expressed especially in different transformations and/ or educational reforms: Education Congress Reform (1912), Compulsory Primary Education Act, (1920), Education Reform 1927, Education Reform 1945, The Transformation in 1953, the Education Reform (1965) and Education Reform (1996). Improvements in terms of “How do we think?” from Dewey to the constructivism of Piaget, Bruner, Gardner and the pedagogical psychology of Vygotsky will be visualized through this descriptive analysis. At the same time, some questions will be presented to find out ifrearrangements and contributions to this thinking in Chile have appeared or if they have been assumed literally. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-02-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16148 10.4025/tpe.v14i2.16148 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16148 |
identifier_str_mv |
10.4025/tpe.v14i2.16148 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16148/8743 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 14 n. 2 (2011); 7-20 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
_version_ |
1792207156034928640 |