La conformación del saber pedagógico en los Institutos Nacionales de Enseñanza Media Diversificada (INEM) en el siglo XX: Un caso de estudio colombiano

Abstract

This research tried to reconstruct the interwoven connections in pedagogical knowledge in INEM School in Colombia, for this reason, its historical development was interpreted, the governmental policies were scoped in the regulations were valued and linked to the hegemonic discourses which have influenced the loss of the identity of the specialized secondary school and the level of students’ performance. The primary sources are pieces of information from 19 institutes located in Bucaramanga, Ibagué, Pasto, Bogotá, Medellín, Montería, Villavicencio, Bogotá (Kennedy), Pereira, Tunja and Popayán; the human component were 13 teachers from different institutes all over Colombia. They were selected by several criteria and the official documentation was presented to The World Bank: documents from the Colombian Institute of School Construction and the Colombian Institute of Pedagogy, reports, presentations, evaluations, manuals for scholar coexistence, subjects’ curricula, magazines produced by the Institution, books, writings and newsletters of cultural dissemination. The qualitative method was applied. The previous search for sources (oral and written) allowed obtaining a variety of discursivities of different levels of formalization, issued by a diversity of actors and/or entities throughout the national territory, where the pedagogical knowledge is spread, so it facilitated the inspection of the different theoretical categories and the appearance of emerging categories. It can be concluded that the INEMs were an expression of the Frente Nacional policy, guarantors of reduced and horizontal social mobility. The development strategy was applied by using the curriculum as a tool to appropriate pedagogical knowledge and let the Inemita* teacher leave his/her previous knowledge. In this regard, institutionalized knowledge was identified from the hegemonic discourse, the need for job training and pedagogical obedience that have not allowed the formation from different forms of diversification. However, marginal knowledge was created, such as cultural and sports diversification, which represents the greatest resistance to the official project, from this point, a new meaning was given to diversification and its curricular principles, transforming the institutions and making them different from those showed in the model’s evaluation.