<b>Democracia y Educación presentes en las Reformas Educacionales Chilenas de los últimos 100 Años

Abstract

RESUMEN. Con motivo de la celebración del primer centenario de la publicación de la obra de John Dewey Democracia y Educación, se pretende mostrar cómo en los hitos más sobresalientes del desarrollo educativo de los últimos 100 años en Chile, especialmente en sus reformas, ha estado presente el afán democratizador impulsado por el educador norteamericano. En efecto, en el proceso de promulgación de la Ley de Instrucción Primaria Obligatoria de 1920, estuvieron presentes en el debate, las ideas de Dewey y, lo mismo, sucederá en las Reformas de 1927 y 1945; la primera, orientada a la educación primaria y, la segunda, a la educación secundaria. En ellas se postulaban los principales planteamientos educativos del educador en comento. En forma más explícita, estuvo presente el afán democratizador en la Reforma de 1965, pues se extendió significativamente la cobertura escolar, llegando a comienzos de la década del 90 a tener cubierta el 98% de la demanda educativa del nivel primario y 80% del nivel secundario; a mayor educación, mayor democracia era el postulado de Dewey y que Chile lo puso en práctica.Palabras clave: democratización educacional, escuela nueva, pedagogía de Dewey, transformaciones educacionales en Chile. Democracy and Education in the Chilean Educational Reforms of the past 100 yearsABSTRACT. On the occasion of the celebration of the 100th anniversary of the publication of the work of John Dewey, Democracy and education, we sought to show how the democratization effort driven by the American educator has been present in the most outstanding landmarks in the educational development of the past 100 years in Chile, especially in its reforms. Actually, in the process of enactment of the law on compulsory primary education from 1920, they were at the debate, the ideas of Dewey, and the same thing will occur in reforms of 1927 and 1945; the first, oriented to the primary education and, the second, to the high school education. They postulated the main educational approaches of the educator commented. More explicitly, the desire for democratization in the Reform of 1965 was present as the school coverage significantly extended, reaching at the beginning of the 1990s 98% of the primary level and 80% of the high school demand; to a greater education, greater democracy was the postulate of Dewey and that Chile put into practice.Keywords: educational democratization, new school, pedagogy of Dewey, educational transformations in Chile. Democracia e Educação presentes nas Reformas Educacionais Chilenas dos últimos 100 AnosRESUMO. Em razão da celebração do primeiro centenário da publicação da obra de John Dewey Democracia y Educación, pretende-se mostrar como nos aspectos mais importantes do desenvolvimento educativo dos últimos 100 anos no Chile, especialmente nas suas reformas, esteve presente o desejo democratizador promovido pelo educador norte-americano. De fato, no processo de promulgação da Ley de Instrucción Primaria Obligatoria de 1920, estiveram presentes no debate, as ideias de Dewey e, igualmente, acont...

The Influence of Educators, Followers of John Dewey’s Educational Thought, in the Chilean School System: Irma Salas, Amanda Labarca, and Darío Salas

“…In the second chapter of his work, he highlights that the 1907 census, which showed that "60% of the total Chilean population and 52.8% of the population over five years old were illiterates" (D. Salas, 1967, p. 15). He then adds that the enactment of a law is not enough: More money from the state and more and better teachers are necessary, and parental neglect 8 must be overcome (Caiceo, 2017). Finally, in 1920, the Compulsory Primary Education Law was issued, establishing four years of mandatory education for all students and the commitment of the state to provide the necessary funding.…”

“…Salas, 1967, p. 15). He then adds that the enactment of a law is not enough: More money from the state and more and better teachers are necessary, and parental neglect 8 must be overcome (Caiceo, 2017). Finally, in 1920, the Compulsory Primary Education Law was issued, establishing four years of mandatory education for all students and the commitment of the state to provide the necessary funding.…”

“…Certainly, in the 1912 Congress, Darío Salas, and other important participants such as Francisco Encina and Maximiliano Salas Marchant, inspired by Dewey, defended a more practical education for the Chilean secondary educational system. This practical education would answer to the democratization of the country, as opposed to a more humanistic education supported by the Chilean philosopher and educator Enrique Molina (Caiceo, 2017). Salas made a presentation with the title "Correlación de la Enseñanza Secundaria con las demás Ramas de la Enseñanza Pública" (Correlation of Secondary Education with the other Branches of Public Education) in which he explained:…”

“…Certainly, in the 1912 Congress, Darío Salas, and other important participants such as Francisco Encina and Maximiliano Salas Marchant, inspired by Dewey, defended a more practical education for the Chilean secondary educational system. This practical education would answer to the democratization of the country, as opposed to a more humanistic education supported by the Chilean philosopher and educator Enrique Molina (Caiceo, 2017). Salas made a presentation with the title “Correlación de la Enseñanza Secundaria con las demás Ramas de la Enseñanza Pública” (Correlation of Secondary Education with the other Branches of Public Education) in which he explained:Secondary instruction should attempt to promote vocation for commercial and industrial activities without sacrificing its nature of general education, giving importance to the economic aspect of the subjects of education and the contents of the program that have practical application, and cultivating the aptitudes that enable them to effectively exercise those activities.…”

“…Dewey’s theory of education was central to the Laboratory School, which he founded at the University of Chicago. “The North American educator, however, was not strictly a practitioner of the pedagogical task in the classroom, but rather an inspirer of a new pedagogy” (Caiceo, 2017, p. 398). For this reason, Salas (2012) highlights:Let’s make the school for everyone, let’s make teaching something less speculative and more practical, let’s build in the child confidence in his own worth and in his own strength, let’s replace cold selfishness with love for the country and his fellow people, let’s give him the notion of his duties and rights, let us enable him to govern himself, let us replace the discipline of fear with that of love, let us add to this the new methods, and we will bring together all the elements that will form the school of the future.…”