Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.

Objective: This article analyzes the adoption and implementation difficulties of the Lancasterian method in the nascent Colombia of 1821, which at the time consisted of present-day Colombia, Ecuador and Venezuela. Originality/aims: It seeks to explain the difficulties of implementation of the method...

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Tipo de recurso:: http://purl.org/coar/resource_type/c_6605

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.en-US.fl_str_mv	Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.
dc.title.es-ES.fl_str_mv	Origen de escuela lancasteriana en Colombia: historiografía y propósito de implementación en la Constitución de Cúcuta de 1821
dc.title.pt-BR.fl_str_mv	Origem da escola lancasteriana na Colômbia: historiografia e objetivo de implementação na Constituição de Cúcuta de 1821.
title	Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.
spellingShingle	Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821. Independencia método lancasteriano escolarización constitucionalismo Revista Historia de la Educación Latinoamericana
title_short	Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.
title_full	Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.
title_fullStr	Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.
title_full_unstemmed	Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.
title_sort	Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.
dc.subject.es-ES.fl_str_mv	Independencia método lancasteriano escolarización constitucionalismo Revista Historia de la Educación Latinoamericana
topic	Independencia método lancasteriano escolarización constitucionalismo Revista Historia de la Educación Latinoamericana
description	Objective: This article analyzes the adoption and implementation difficulties of the Lancasterian method in the nascent Colombia of 1821, which at the time consisted of present-day Colombia, Ecuador and Venezuela. Originality/aims: It seeks to explain the difficulties of implementation of the method in the light of its context and in a comparative relation with the experience in other countries. Method: The Lancasterian method promulgated in the Constitution of Villa del Rosario de Cúcuta, which was born as the most important milestone of compulsory schooling in Latin America, is analyzed in the light of the context of the Enlightenment and its republican political interpretation in the continent, by means of the review of published and documentary sources. Strategies/information collection: The collection of information was carried out through documentary review of online sources, press and archival review, together with a bibliographic search of what has been published on the subject. Conclusions: When considering the intentions of the legislators to enact an educating State and the difficulties in the implementation of the Lancasterian method in Colombia in 1821, regarding other implementation experiences in Mexico and Peru, it was evident the failure due to the weakness of the nascent Colombian State itself and the constant wars and political instability.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-07-05T19:15:29Z
dc.date.available.none.fl_str_mv	2024-07-05T19:15:29Z
dc.date.none.fl_str_mv	2024-01-20
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dc.identifier.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17517 10.19053/uptc.01227238.17517
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url	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17517 https://repositorio.uptc.edu.co/handle/001/15028
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dc.relation.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17517/14048
dc.rights.en-US.fl_str_mv	Copyright (c) 2024 Revista Historia de la Educación Latinoamericana https://creativecommons.org/licenses/by-nc-nd/4.0
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rights_invalid_str_mv	Copyright (c) 2024 Revista Historia de la Educación Latinoamericana https://creativecommons.org/licenses/by-nc-nd/4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf106 http://purl.org/coar/access_right/c_abf2
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dc.publisher.en-US.fl_str_mv	Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv	Revista Historia de la Educación Latinoamericana; Vol. 26 No. 42 (2024): Lésmer Montecino Soto (1956 - 2017)
dc.source.es-ES.fl_str_mv	Revista Historia de la Educación Latinoamericana; Vol. 26 Núm. 42 (2024): Lésmer Montecino Soto (1956 - 2017)
dc.source.none.fl_str_mv	2256-5248 0122-7238 10.19053/uptc.rhela42
institution	Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv	Repositorio Institucional UPTC
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spelling	2024-01-202024-07-05T19:15:29Z2024-07-05T19:15:29Zhttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1751710.19053/uptc.01227238.17517https://repositorio.uptc.edu.co/handle/001/15028Objective: This article analyzes the adoption and implementation difficulties of the Lancasterian method in the nascent Colombia of 1821, which at the time consisted of present-day Colombia, Ecuador and Venezuela. Originality/aims: It seeks to explain the difficulties of implementation of the method in the light of its context and in a comparative relation with the experience in other countries. Method: The Lancasterian method promulgated in the Constitution of Villa del Rosario de Cúcuta, which was born as the most important milestone of compulsory schooling in Latin America, is analyzed in the light of the context of the Enlightenment and its republican political interpretation in the continent, by means of the review of published and documentary sources. Strategies/information collection: The collection of information was carried out through documentary review of online sources, press and archival review, together with a bibliographic search of what has been published on the subject. Conclusions: When considering the intentions of the legislators to enact an educating State and the difficulties in the implementation of the Lancasterian method in Colombia in 1821, regarding other implementation experiences in Mexico and Peru, it was evident the failure due to the weakness of the nascent Colombian State itself and the constant wars and political instability.Objetivo: Este artículo analiza la adopción y las dificultades de implementación del método lancasteriano en la naciente Colombia de 1821, conformada en su momento por las actuales Colombia, Ecuador y Venezuela. Originalidad/aportes: Se busca explicar las dificultades de implementación del método a la luz de su contexto y en una relación comparada con la experiencia en otros países. Método: El método lancasteriano promulgado en la Constitución de Villa del Rosario de Cúcuta y que nació como el hito más importante de escolarización obligatoria en América Latina, es analizado a la luz del contexto de la Ilustración y su interpretación política republicana en el continente, por medio de la revisión de fuente edita y documental. Estrategias/recolección de información: La recolección de información se realizó a través de revisión documental de fuentes en línea, prensa y revisión de archivo, junto a una búsqueda bibliográfica de lo publicado sobre el tema. Conclusiones: Al considerarse las intenciones de los legisladores por promulgar un Estado educador y las dificultades en la implementación del método lancasteriano en la Colombia de 1821, a propósito de otras experiencias de implementación en México y Perú, fue evidente el fracaso por la debilidad del propio Estado colombiano naciente y las constantes guerras e inestabilidad política.Objetivo: Este artigo analisa a adoção e as dificuldades na implementação do método Lancasteriano na nascente Colômbia de 1821, que na época consistia na atual Colômbia, Equador e Venezuela. Originalidade/objetivos: busca explicar as dificuldades de implementação do método à luz de seu contexto e em uma relação comparativa com a experiência de outros países. Método: O método lancasteriano promulgado na Constituição de Villa del Rosario de Cúcuta, que nasceu como o marco mais importante da escolaridade obrigatória na América Latina, é analisado à luz do contexto do Iluminismo e de sua interpretação política republicana no continente, por meio de uma revisão de fontes publicadas e documentais. Estratégias/coleta de informações: A coleta de informações foi realizada por meio de revisão documental de fontes on-line, imprensa e revisão de arquivos, juntamente com uma pesquisa bibliográfica do que foi publicado sobre o assunto. Conclusões: Ao considerar as intenções dos legisladores de promulgar um Estado educador e as dificuldades na implementação do método lancasteriano na Colômbia em 1821, com referência a outras experiências de implementação no México e no Peru, o fracasso foi evidente devido à fraqueza do próprio Estado colombiano nascente e às constantes guerras e instabilidade política.application/pdfspaspaSociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17517/14048Copyright (c) 2024 Revista Historia de la Educación Latinoamericanahttps://creativecommons.org/licenses/by-nc-nd/4.0https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf106http://purl.org/coar/access_right/c_abf2Revista Historia de la Educación Latinoamericana; Vol. 26 No. 42 (2024): Lésmer Montecino Soto (1956 - 2017)Revista Historia de la Educación Latinoamericana; Vol. 26 Núm. 42 (2024): Lésmer Montecino Soto (1956 - 2017)2256-52480122-723810.19053/uptc.rhela42Independenciamétodo lancasterianoescolarizaciónconstitucionalismoRevista Historia de la Educación LatinoamericanaOrigin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.Origen de escuela lancasteriana en Colombia: historiografía y propósito de implementación en la Constitución de Cúcuta de 1821Origem da escola lancasteriana na Colômbia: historiografia e objetivo de implementação na Constituição de Cúcuta de 1821.info:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6605http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a189http://purl.org/coar/version/c_970fb48d4fbd8a85Acevedo Tarazona, ÁlvaroVillamizar Palacios, Carlos001/15028oai:repositorio.uptc.edu.co:001/150282025-07-18 12:00:35.921https://creativecommons.org/licenses/by-nc-nd/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

Origin of the Lancasterian school in Colombia: historiography and purpose of implementation in the Cúcuta Constitution of 1821.

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