History And Changes In Education In Colombia

History and changes in education in Colombia

Education has always been a constant concern at all times, from medieval education constant and significant changes that have transformed it in a positive way have been evidenced. Different pedagogues of the time have contributed with constant ideas and philosophies, among them we find Quintiliano, San Agustín, Plato and Aristotle inspired by each in the change they wanted for pedagogy.

The humanization arises rather raised as the evolution where a new stage of development is considered.

Teaching and learning were entrenched from Greek and Roman cultures, associated with the Catholic Church, justifying the reading of sacred books; At that time the educational model was formed by the quadrium, which was built by geometry, astronomy and music, and the trívium which was constituted by grammar and dialectic.

It is important to know about the historical review of education and pedagogy, the views on the great pedagogues, read what they thought to understand how they implemented the teaching method, what their scientific and technical contributions were, their concerns.

It was in the Middle Ages where the political authority was exercised by the Church especially the papacy, likewise the Empire of the West retains the union and force which allowed a reconquest of the West, due to this doctrine the Church takes possession of educational authority of educational authority where the church is the one that exerts the greatest force in society, since it was they who could have the knowledge.

Because of this, a decay of classical culture, Christian education, bishop’s schools, their new scholastic culture and citizen canonical schools were generated.

For the seventeenth century, pedagogical realism is born by teaching new educational methods, preparing naturalness, generating change, based on firm bases established from its roots, taking into account educating with the true and creating a useful thought in society.

In this century, the pedagogue, theologian and philosopher eats who with his remarkable effort proposed an egalitarian education where cheerful and motivated people proposed, proposed inclusion and raised a free school.

Excellence was highlighted in the 18th century by pointing out two major pedagogues based on individual education, where the center must be the child, spontaneous knowledge and natural development, Pestalozzi and Rousseau.

Social development was outlined in the historical context of the late nineteenth and early twentieth century, industrializing, highlighting essential educators such as Froebel, Herbart and Doesterwe, it in turn gave a certain unity to sociology giving the passage ofa military society to a producer character proposing an evolutionary idea.

If the vast majority of lay intellectuals and Catholics of the first half of the twentieth century that worried about education, it was in the conviction that the perfectibility of the human being, of the Colombian in particular, had to find his moment of realizationin a moral and cultural formation articulated with work, and that would tend, in turn, to the achievement of the ideals of development and progress of the country. As a consequence, there were several proposals for educational intervention that were carried out with the purpose of socializing and training the Colombian people according to European and North American models, which were not only focused on the consolidation of certain forms of sociability of their own sociabilityBourgeois modernity, but also towards more specific and individual aspects, such as modes of behavior, such as habits, tastes, manners, customs, modern values, ways to present themselves, deals destined for its use by the body, among others.

From all this educational evolution, new pedagogical tendencies such as dualistic theory are massified. This belongs to modernity where transformative pedagogies, practical pedagogies and discursive pedagogies are generated.

Pedagogy in Colombia wantsThey, as well as the awareness of the role that as teachers we are called to exercise in Colombian society.

In Colombia, education has been forced unfortunately by outrage, inequality, but corruption is the one that has affected this country the most. Despite its greatest effort to implement free education, political dishonesty has caused high student dropout, somehow denying the right that children have to pedagogical training.