El Lenguaje en los programas de Educación Normal a través del Archivo Histórico

This research explores how language has been configured as both an object of teaching and a means of professional formation in the study programs of Teacher Training Colleges (Escuelas Normales), through a historical analysis of the archives of the Escuela Normal Rural Ricardo Flores Magón (ENRRFM)....

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Main Authors: Ríos Cepeda, Vera Lucía, Hernández López, Cintya Arely, Viramontes Anaya, Efrén
Format: Digital
Language:spa
Published: UNIVERSIDAD ANTONIO NARIÑO 2025
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Online Access:https://revistas.uan.edu.co/index.php/papeles/article/view/2142
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author Ríos Cepeda, Vera Lucía
Hernández López, Cintya Arely
Viramontes Anaya, Efrén
author_facet Ríos Cepeda, Vera Lucía
Hernández López, Cintya Arely
Viramontes Anaya, Efrén
author_sort Ríos Cepeda, Vera Lucía
collection OJS
description This research explores how language has been configured as both an object of teaching and a means of professional formation in the study programs of Teacher Training Colleges (Escuelas Normales), through a historical analysis of the archives of the Escuela Normal Rural Ricardo Flores Magón (ENRRFM). Guided by the research question: How has language been configured as an object of teaching and a means of formation in the study programs of Teacher Training Colleges, based on the historical analysis of the documents from the ENRRFM Archive?, the study adopts a qualitative and interpretive methodological approach. Grounded Theory was used as the central method, incorporating documentary analysis and semi-structured interviews, with open, axial, and selective coding. The findings reveal a shift in the conception of language from a normative and prescriptive approach toward a more critical, communicative, and sociocultural perspective. Emerging categories portray language as a tool for literacy, identity formation, and critical thinking, as well as a social practice closely tied to community contexts. The study concludes that the treatment of language in teacher training programs has not been neutral but rather reflects ideological tensions between homogenization and inclusion. Language has thus become a transversal axis in teacher education, integrating knowledge, ethics, and social commitment. This historical perspective allows for an understanding of language teaching in initial teacher education as both a political and pedagogical tool for educational transformation, particularly in contexts shaped by linguistic and cultural diversity
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spelling revistas.uan.edu.co-article-21422025-06-24T16:09:07Z The Language in Teacher Education Programs through the Historical Archive El Lenguaje en los programas de Educación Normal a través del Archivo Histórico A Linguagem nos programas de Formação de Professores através do Arquivo Histórico Ríos Cepeda, Vera Lucía Hernández López, Cintya Arely Viramontes Anaya, Efrén Lenguaje Formación docente Currículo Language Teacher Training Curriculum Linguagem Formação docente Currículo This research explores how language has been configured as both an object of teaching and a means of professional formation in the study programs of Teacher Training Colleges (Escuelas Normales), through a historical analysis of the archives of the Escuela Normal Rural Ricardo Flores Magón (ENRRFM). Guided by the research question: How has language been configured as an object of teaching and a means of formation in the study programs of Teacher Training Colleges, based on the historical analysis of the documents from the ENRRFM Archive?, the study adopts a qualitative and interpretive methodological approach. Grounded Theory was used as the central method, incorporating documentary analysis and semi-structured interviews, with open, axial, and selective coding. The findings reveal a shift in the conception of language from a normative and prescriptive approach toward a more critical, communicative, and sociocultural perspective. Emerging categories portray language as a tool for literacy, identity formation, and critical thinking, as well as a social practice closely tied to community contexts. The study concludes that the treatment of language in teacher training programs has not been neutral but rather reflects ideological tensions between homogenization and inclusion. Language has thus become a transversal axis in teacher education, integrating knowledge, ethics, and social commitment. This historical perspective allows for an understanding of language teaching in initial teacher education as both a political and pedagogical tool for educational transformation, particularly in contexts shaped by linguistic and cultural diversity La presente investigación indaga cómo ha sido configurado el lenguaje como objeto de enseñanza y medio de formación en los programas de estudio de las Escuelas Normales, a través del análisis histórico del Archivo de la Escuela Normal Rural Ricardo Flores Magón (ENRRFM). Con la pregunta de investigación: ¿Cómo ha sido configurado el lenguaje como objeto de enseñanza y medio de formación en los programas de estudio de las Escuelas Normales, a partir del análisis histórico de los documentos del Archivo de la Escuela Normal Rural Ricardo Flores Magón?, esto bajo una metodología con enfoque cualitativo e interpretativo, se utilizó la teoría fundamentada como método, aplicando análisis documental y entrevistas semiestructuradas, con codificación abierta, axial y selectiva. Los hallazgos evidencian que la concepción del lenguaje ha transitado desde un enfoque normativo y prescriptivo, hacia una visión crítica, comunicativa y sociocultural. Las categorías emergentes muestran al lenguaje como instrumento de alfabetización, identidad y pensamiento, y como práctica social vinculada al contexto comunitario. Se concluye que el tratamiento del lenguaje en los programas normalistas no ha sido neutro, sino un reflejo de tensiones ideológicas entre homogeneización e inclusión, y que este se ha constituido como eje transversal en la formación docente, articulando saberes, ética y compromiso social. Esta mirada histórica permite comprender que la enseñanza del lenguaje en la formación inicial docente representa una herramienta política y pedagógica para la transformación educativa, especialmente en contextos marcados por la diversidad lingüística y cultural A presente pesquisa investiga como a linguagem tem sido configurada como objeto de ensino e meio de formação nos programas de estudo das Escolas Normais, por meio da análise histórica do Arquivo da Escola Normal Rural Ricardo Flores Magón (ENRRFM). A partir da pergunta de pesquisa: Como a linguagem tem sido configurada como objeto de ensino e meio de formação nos programas de estudo das Escolas Normais, com base na análise histórica dos documentos do Arquivo da Escola Normal Rural Ricardo Flores Magón?, utilizou-se uma metodologia com abordagem qualitativa e interpretativa, adotando-se a teoria fundamentada como método, aplicando-se análise documental e entrevistas semiestruturadas, com codificação aberta, axial e seletiva. Os achados evidenciam que a concepção de linguagem transitou de uma abordagem normativa e prescritiva para uma visão crítica, comunicativa e sociocultural. As categorias emergentes mostram a linguagem como instrumento de alfabetização, identidade e pensamento, bem como prática social vinculada ao contexto comunitário. Conclui-se que o tratamento da linguagem nos programas normalistas não tem sido neutro, mas sim um reflexo de tensões ideológicas entre homogeneização e inclusão, sendo constituído como eixo transversal na formação docente, articulando saberes, ética e compromisso social. Esse olhar histórico permite compreender que o ensino da linguagem na formação inicial de professores representa uma ferramenta política e pedagógica para a transformação educacional, especialmente em contextos marcados pela diversidade linguística e cultural. UNIVERSIDAD ANTONIO NARIÑO 2025-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2142 10.54104/papeles.v17n33.2142 Papeles; Vol. 17 No. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) Papeles; Vol. 17 Núm. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) Papeles; v. 17 n. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) 2346-0911 0123-0670 10.54104/papeles.v17n33 spa https://revistas.uan.edu.co/index.php/papeles/article/view/2142/1672 Copyright (c) 2025 Vera Lucía Ríos Cepeda, Cintya Arely Hernández López, Efrén Viramontes Anaya https://creativecommons.org/licenses/by-nd/4.0
spellingShingle Lenguaje
Formación docente
Currículo
Language
Teacher Training
Curriculum
Linguagem
Formação docente
Currículo
Ríos Cepeda, Vera Lucía
Hernández López, Cintya Arely
Viramontes Anaya, Efrén
El Lenguaje en los programas de Educación Normal a través del Archivo Histórico
title El Lenguaje en los programas de Educación Normal a través del Archivo Histórico
title_alt The Language in Teacher Education Programs through the Historical Archive
A Linguagem nos programas de Formação de Professores através do Arquivo Histórico
title_full El Lenguaje en los programas de Educación Normal a través del Archivo Histórico
title_fullStr El Lenguaje en los programas de Educación Normal a través del Archivo Histórico
title_full_unstemmed El Lenguaje en los programas de Educación Normal a través del Archivo Histórico
title_short El Lenguaje en los programas de Educación Normal a través del Archivo Histórico
title_sort el lenguaje en los programas de educacion normal a traves del archivo historico
topic Lenguaje
Formación docente
Currículo
Language
Teacher Training
Curriculum
Linguagem
Formação docente
Currículo
topic_facet Lenguaje
Formación docente
Currículo
Language
Teacher Training
Curriculum
Linguagem
Formação docente
Currículo
url https://revistas.uan.edu.co/index.php/papeles/article/view/2142
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