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Educational Experiences from Rural Normalism. Chiloé 1970-1973

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Vol. 17 No. 1 (2020): Primer Semestre
https://doi.org/10.5354/2735-7279.2020.60598

Abstract

Present work studies the discourses and educational practices of 20 male and female graduates of the Escuela Normal Rural in Ancud, in the range time between 1970-1973. It is proposed as a working hypothesis that the normal schoolteachers, originally from the rural and island world, reformulated and adapted informal knowledge that was given from their social and cultural extraction, which often led to a territorialization of education. For the development of this study, the qualitative approach was used as a methodological option, using a single case study method and the semi-structured individual interview as the information collection technique. For their part, the testimonies were analyzed using the content analysis method. The main results show that Chilean rural normalism –especially the one developed in Ancud– was characterized by having a strong social component, promoting the political and economic development of rural communities. The educational practice of the normalistas had the purpose of defending and promoting the teaching State, associated with the close connection with the social, cultural and economic reality of the area.

Keywords:

Normal schools, Rurality, Teacher training, Educational practice, Pedagogical discourse

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How to Cite
Barría Cárdenas, A., Silva Torrealba, B., & Miranda, P. (2020). Educational Experiences from Rural Normalism. Chiloé 1970-1973. Revista Enfoques Educacionales, 17(1), pp. 26–49. https://doi.org/10.5354/2735-7279.2020.60598
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Revista Enfoques Educacionales
Facultad de Ciencias Sociales
Universidad de Chile
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