La conformación del aprovechamiento para valorar la transmisión de saberes en la educación primaria mexicana del siglo XIX

Abstract

The article analyzes the meanings, functions and circumstances that teachers attributed to exploitation to value the knowledge transmitted in nineteenth-century mexican formal primary education. It is pertinent because it addresses a new theme for the historiography of education, about the procedures and criteria that were used to assign grades and prizes to the most outstanding or successful disciples. To this end reviews the period from the end of the eighteenth century to 1870, is based on sources from the periodical press and archival documents, delimits chronological moments and the physical space covers several cities and towns in the country, although it is circumscribed, especially, to Mexico City. It is concluded that the purpose of these practices was to socially locate individuals through a wide vocabulary existing since colonial times that served to qualify the knowledge transmitted, from which the concept of exploitation. Conceptions of exploitation were transformed, formalized, diversified, and became complex in tune with the socioeconomic and cultural changes of independent Mexico.

Keywords

• 19th century
• exploitation
• primary education
• transmission of knowledge
• scores