Resumen

GOMEZ, William Orozco. Literature Review of Research about Normal Schools in Colombia 1995-2022. Rev. Guillermo Ockham [online]. 2023, vol.21, n.1, pp.219-249.  Epub 26-Ene-2023. ISSN 1794-192X.  https://doi.org/10.21500/22563202.5676.

Normal Schools are institutions dedicated to teacher training in Colombia since the beginning of the 19th century, being predecessors of the faculties of education and playing a crucial role in teaching profession institutionalization. Given that in recent decades there have been publications on these institutions, this review article seeks to raise a literature review in this regard. For this purpose, it was analyzed findings reported in this area during 1995-2022, determining recurrences in investigative matters and characteristics of these institutions. Methodologically, a systematic review was used by establishing an inquiry question, definition of search criteria, inquiry, selection and coding of studies, quality evaluation, synthesis and reporting of results. Among the results, six large nuclei that have mobilized the research production on Normal Schools were found: historicity, nature and meanings of Normal Schools, research processes in teacher training, pedagogical knowledge and forms of production, pedagogical practices in teaching training, citizen training and relationships Normal Schools/Socio-cultural contexts. It was concluded historical role of the Normal Schools in the appropriation and reproduction of pedagogical discourses, correspondence to power dispositive such as the State or the Church, and supposed specific modes of appropriation of pedagogy and production of knowledge in this regard. In addition, the supremacy of teaching in these institutions' dynamics is noted, which refers to the existence of a “normalist imprint” that makes the identity of normalist teachers distinctive.

Palabras clave : Teacher training; Normal Schools; pedagogy; pedagogical research; history of education; teaching profession; teaching; pedagogical practice; research training; normalist imprint; pedagogical knowledge; teacher identity.

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