Pedagogía y formación docente en Colombia

Abstract

Without a doubt, the establishment of the public school throughout the 19th century was the main condition of existence of what would later be the Normal Schools, which were configured as institutions specialized in the training of primary school teachers, that is, for primary school children. Later, in the course of the 20th century, the Faculties of Education would be formed to train 'graduates', owners of disciplinary knowledge, who would no longer train children, but adolescents and young people in secondary or basic secondary education. In this writing the reader will be able to account for the tensions, encounters and differentiations of this first experience of institutional and community training, with regard to teacher training - the training of teachers and the training of graduates. The relative weight that pedagogy has in each of them as a founding discipline in their training process; the importance of the childhood statute; the demand for contact with the school and pedagogical practice; and the disciplinary or scientific claim, not only of specific knowledge, but of pedagogy in its training process. Once modern institutions such as Normal Schools and Faculties of Education have been established, pedagogical provisions and teacher training policies appear that have sought to professionalize a State official, of a secular and civil nature. Teacher training refers to the acquisition of knowledge at a professional and emotional level to carry out said work; In policy terms it can be seen as part of a permanent improvement of those who are dedicated to the education and training of people, particularly children and young people, as well as those who are aware of teaching and learning practices in schools and schools. This training has gone from being an institutional and community experience to being seen as synonymous with 'socialization' and internalization of school reality, with 'professionalization of an unfinished subject' who must develop in a professional scenario that he never fully knows or as a 'continuing training' exercise; as synonymous with a space designed for 'innovation and change in pedagogical practices', which establishes childhood and youth with whom it works in the institution as a center of concern