Proceso de institucionalización de la formación de maestras y maestros durante el Siglo XIX en España

Abstract

The chapter is part of a broader research associated with the R&D&I project "Teacher Professionalization: Discourses, Policies, and Practices. New Approaches and Proposals”. Specifically, it presents a historical study on the process of institutionalizing teacher education during the 19th century in Spain, framed within the historical events that gave rise to the nation-state. The objective of this work is to discuss, based on empirical evidence from historical documents and statistics, the processes that historically defined the education of teachers through normal schools. Methodologically, it is a historical study that follows the following stages: a) heuristic, b) critical analysis, c) hermeneutics, and d) exposition. The results highlight the disputes over control and legitimation of knowledge, expertise, and practices within the teaching profession that occurred among actors and institutions during the transition from the so-called Old Regime to the nation-state. The conclusions of this work demonstrate that the institutionalization of teacher education through normal schools did not initially possess the necessary characteristics to contribute to the definition of a profession characterized by its prominence, autonomy, and critical capacity, but rather sought normalization, order, discipline, and obedience to the State.