Past-present of children's pedagogy in Colombia: 1870-1930. A view from the Active Memory of Pedagogical Knowledge

Abstract

This article seeks to return to the active memory of pedagogical knowledge in order to problematize the discourses shaping early education today. Methodologically, the historical approach to pedagogical practice was used, using archeo-genealogical tools and the notion of “saber escolar”1 to analyze the emergence of child pedagogy as a discursive practice targeting the education of pre-schoolers and toddlers in Colombia. Among the findings, it was possible to visibilize the production of a childish nature to educate children from the age of two to seven, through the appropriation and institutionalization of the thinking of Pestalozzi, Fröbel and Montessori. By way of a conclusion it is proposed to discuss the epistemological status of Child Pedagogy in the present on the basis of the recovery of its historicity as school knowledge.