Resumen

MARTINEZ VELASCO, Miguel Ángel. Tensions and Struggles in Creating the School Knowhow for the Enrollment of Toddlers in Colombian Elementary Schools, 1870-1930. Historelo.rev.hist.reg.local [online]. 2018, vol.10, n.19, pp.48-79. ISSN 2145-132X.  https://doi.org/10.15446/historelo.v10n19.63547.

This article describes some of the knowledge-empowerment relations produced in Colombia between 1870 and 1930 for creating the school know-how that allowed the enrollment, of children in early childhood and toddler development stages, in elementary schools. The study was carried out starting with the use of Pestalozzi and Fröebel, and focusing on the historical educative practice. The archeo-genealogical method was used and it was developed in four stages: pre-reading of registries, creation of the archive, theme development and conceptualization. Newspapers, reports and public instruction magazines from the era were used as primary sources. The analysis revealed early teaching as being one of the reasons that gave way to the urgency of elementary instruction as a knowhow practice within the institutional classrooms, elementary schools, preschools and Kindergartens. The result shows that looking at the history of educative knowhow helps to question current early childhood education by using this history as a field of knowledge.

Palabras clave : early childhood education; teaching method; preschool; church-state relation; knowhow.

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