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DOI:
https://doi.org/10.31391/S2007-7033(2019)0053-001%20Abstract
Dos son los acontecimientos significativos de la historia de la educación que permiten entender la instauración de la homogeneidad como racionalidad organizadora de las instituciones educativas. El primero de ellos corresponde a los sistemas educativos que se organizaron en Prusia en 1787 a partir de que Federico Guillermo II promulgara un código escolar en el que quitaba al clero el gobierno de las escuelas y lo encomendaba a un ministerio de educación que estaba organizado en oficinas desde las cuales los inspectores administraban y vigilaban el funcionamiento de las escuelas (Esteve, 2003, p. 37). El segundo hace referencia a la enseñanza universal como conquista de los pensadores e ideólogos de la Revolución francesa (Gadotti, 2003), desde la cual se instaura el sistema escolar de masas y, con ello, se impone un “igualitarismo” en función de un tipo ideal de alumno (González-Barrau, 2012). Esto marcará la historia de la educación en la modernidad y su traslado a los países coloniales que comienzan a pugnar por su independencia, pero que adoptan el contrato social y las premisas de los sistemas educativos europeos.
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