Abstract

CAMELO, Sandra  and  SANCHEZ, Andrea. Language, discipline and progress: French language teaching in the Second University District in the Nueva Granada 1826-1850. Tabula Rasa [online]. 2010, n.12, pp.97-117. ISSN 1794-2489.

This research tackles the discourse institutionalization of the French language teaching. Traditionally, power relations -underlying pedagogical practices and determining subjects' relations in French language teaching institutions- have been neglected. The methodological approach to this problematic consists on two complementary methods. Archeology is used to identify the historical conditions that made possible to institutionalize French language teaching in Colombia between 1826-1850. Genealogy, on the other hand, allows us to distinguish power relations characterizing this institutionalization process and defining the role of the subjects immerse in the French Language teaching institutions during the aforementioned period. In this vein, this research asks the following question: How was the French language teaching institutionalized in Colombia?

Keywords : discourse; power relations; dispositif; archaeology; genealogy.

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