The paper deals with educational legacies of John Dewey and Anton Makarenko – two outstanding educators who were named by Otto Anweiler the best in the XXth Century alongside with Maria Montessori and Georg Kershenshteiner. Having got the title of the «Teacher of Soviet teachers» Anton Makarenko, as well as John Dewey who was called «The Teacher of Teachers», both educators thought of a new concept of school and a new type of a teacher for the XXth century that still keep relevance in the XXI century. John Dewey’s democratic concept of school and its international significance as well as his new concept of teacher training are compared to Anton Makarenko’s ideas. The man of the XXth century, John Dewey (1859-1952) has made great impact on the development of world pedagogy. The educational legacy of A. Makarenko is also the subject of international study and an international phenomenon. The connection of Dewey and Makarenko with Maxim Gorky is touched upon in the paper too.
{"title":"American Makarenko and soviet Dewey: a search for pedagogical renewal","authors":"Y. Rogacheva","doi":"10.14516/ete.539","DOIUrl":"https://doi.org/10.14516/ete.539","url":null,"abstract":"The paper deals with educational legacies of John Dewey and Anton Makarenko – two outstanding educators who were named by Otto Anweiler the best in the XXth Century alongside with Maria Montessori and Georg Kershenshteiner. Having got the title of the «Teacher of Soviet teachers» Anton Makarenko, as well as John Dewey who was called «The Teacher of Teachers», both educators thought of a new concept of school and a new type of a teacher for the XXth century that still keep relevance in the XXI century. John Dewey’s democratic concept of school and its international significance as well as his new concept of teacher training are compared to Anton Makarenko’s ideas. The man of the XXth century, John Dewey (1859-1952) has made great impact on the development of world pedagogy. The educational legacy of A. Makarenko is also the subject of international study and an international phenomenon. The connection of Dewey and Makarenko with Maxim Gorky is touched upon in the paper too.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the last few decades, an interpretative shift has emerged regarding the concept of social movements. As it currently appears, a crucial sign has been the progressive abandonment by the literature of the singular «social movement» because it meant a one-sided point of view that only considered a schematic focus on the most explicit dimensions of the classic notion of class struggle. Since the 1960s, the polysemy of the «social movements» category has embraced and incorporated other aspects of the reality labelled under the powerfully meaning word «conflict». The contemporary epistemic and political recognition of the intersectionality among social clashes (gender, age, class, race, and other angles) has enriched research agendas in social history and the history of education. A recent general overview of the field underlines the importance of these fields for the development of current research. For instance, regarding gender, Lucy E. Bayley and Karen Graves (2019, p.357) point out that «gendered analysis has enacted a radical intervention in the production of knowledge in educational history in recent decades through highlining women’s roles and experiences, exploring gendered educational forces, institutions, practices and policies and expanding the theories and methodologies through which the field produces meaning». A similar impact has been produced in the history of education as scholars follow ethnics or decolonial points of view.
{"title":"Social movements and pedagogical renewal in the twentieth century: thoughts, practices, and resistances","authors":"Pablo Toro Blanco","doi":"10.14516/ete.553","DOIUrl":"https://doi.org/10.14516/ete.553","url":null,"abstract":"In the last few decades, an interpretative shift has emerged regarding the concept of social movements. As it currently appears, a crucial sign has been the progressive abandonment by the literature of the singular «social movement» because it meant a one-sided point of view that only considered a schematic focus on the most explicit dimensions of the classic notion of class struggle. Since the 1960s, the polysemy of the «social movements» category has embraced and incorporated other aspects of the reality labelled under the powerfully meaning word «conflict». The contemporary epistemic and political recognition of the intersectionality among social clashes (gender, age, class, race, and other angles) has enriched research agendas in social history and the history of education. A recent general overview of the field underlines the importance of these fields for the development of current research. For instance, regarding gender, Lucy E. Bayley and Karen Graves (2019, p.357) point out that «gendered analysis has enacted a radical intervention in the production of knowledge in educational history in recent decades through highlining women’s roles and experiences, exploring gendered educational forces, institutions, practices and policies and expanding the theories and methodologies through which the field produces meaning». A similar impact has been produced in the history of education as scholars follow ethnics or decolonial points of view.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41428045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the 19th century, Malthus’s theory was supported by various sectors of Spanish society, such as the Church and the Bourgeoisie, because this was how they justified the social inequalities of the proletariat. However, starting in the 20th century, Spanish anarchists tried to remedy the population problem through a new Malthusianism that offered other preventive remedies to the working class, such as conscious motherhood classes. Added to the need to reduce the number of births was interest in quality of life. In this study, the theories of Birth Control and Neo-Malthusianism are examined in order to verify the influence they exerted on Spanish anarchism through the historical-educational method. Likewise, a historical review is made by the acratic press of the first decades of the 20th century to publicize the awareness campaigns that were directed towards women in order to achieve women’s liberation through the Belly strike and eugenic discourse, and the slogans of a conscious motherhood are analyzed, which were published, especially, in the journal Free Women. Anarchist women wrote 10 articles out of a total of 305 texts related to conscious motherhood and health problems, knowledge that was very necessary at the time to prevent diseases and reduce infant mortality, but they were not as successful as a sexual reform project.
{"title":"La liberación de las oprimidas. El neomalthusianismo y la maternidad consciente en el anarquismo femenino","authors":"Laura Sánchez Blanco","doi":"10.14516/ete.541","DOIUrl":"https://doi.org/10.14516/ete.541","url":null,"abstract":"During the 19th century, Malthus’s theory was supported by various sectors of Spanish society, such as the Church and the Bourgeoisie, because this was how they justified the social inequalities of the proletariat. However, starting in the 20th century, Spanish anarchists tried to remedy the population problem through a new Malthusianism that offered other preventive remedies to the working class, such as conscious motherhood classes. Added to the need to reduce the number of births was interest in quality of life. In this study, the theories of Birth Control and Neo-Malthusianism are examined in order to verify the influence they exerted on Spanish anarchism through the historical-educational method. Likewise, a historical review is made by the acratic press of the first decades of the 20th century to publicize the awareness campaigns that were directed towards women in order to achieve women’s liberation through the Belly strike and eugenic discourse, and the slogans of a conscious motherhood are analyzed, which were published, especially, in the journal Free Women. Anarchist women wrote 10 articles out of a total of 305 texts related to conscious motherhood and health problems, knowledge that was very necessary at the time to prevent diseases and reduce infant mortality, but they were not as successful as a sexual reform project.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45107309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study analyzes the context of space, knowledge and school time present in the public and private education reports of the province of Alagoas, written by the physician Thomaz do Bomfim Espindola (1832-1889) in the 19th century. These reports were the result of his role as Inspector General of Studies in the years 1866 to 1868. These writings include themes such as poor teacher qualifications, poor application of learning methods, abandonment of physical education, moral education, and religious education. quantitative figures on the number of private and public primary and secondary schools, teacher hiring, replacement and dismissal, among other subjects. As a member of the Liberal Party of Alagoas, Espindola held the positions of provincial deputy from 1860-1861, 1864-1865 and 1866-1867, deputy general from 1878 to 1881 and from 1881 to 1884, and interim president in the same province in 1867 and 1878. In Education, he worked as a teacher of Geography, Chronology and History at the Alagoas High School, Hygiene at the High School of Arts and Crafts and Philosophy at São Bernardo High School. He was consulted to propose changes in Brazilian education by drafting the opinions of the «Reform of Primary Education and Various Complementary Institutions of Public Education» (1882) and the «Reform of Secondary and Higher Education» (1883) together with Rui Barbosa and Ulysses Vianna. Therefore, the analysis of the theoretical relationships of space, knowledge and school time of public and private education in the province of Alagoas contributes to the understanding of the advances and the limits of the school formation of the Brazilian Empire.
本研究分析了19世纪医生Thomaz do Bomfim Espindola（1832-1889）撰写的阿拉戈斯省公共和私人教育报告中存在的空间、知识和学校时间的背景。这些报告是他在1866年至1868年担任研究总监的结果。这些著作包括教师资格差、学习方法应用差、放弃体育、道德教育和宗教教育等主题。关于私立和公立中小学数量、教师招聘、替换和解雇等问题的定量数字。作为阿拉戈斯自由党的一员，埃斯宾多拉在1860-1861年、1864-1865年和1866-1867年担任省代表，在1878年至1881年和1881年至1884年担任副将军，并在1867年和1878年担任同省临时总统。在教育方面，他曾在阿拉戈斯高中担任地理、年表和历史老师，在圣贝纳多高中担任工艺美术和哲学高中的卫生老师。他与Rui Barbosa和Ulysses Vianna一起起草了《初等教育改革和各种补充公共教育机构》（1882年）和《中等和高等教育改革》（1883年）的意见，建议对巴西教育进行改革。因此，分析阿拉戈斯省公立和私立教育的空间、知识和学校时间的理论关系，有助于理解巴西帝国学校形成的进步和局限。
{"title":"Espaço, Saberes e Tempo escolar nos relatórios da Instrução Pública e Particular da Província de Alagoas, Brasil (1866-1868)","authors":"Edgleide de Oliveira Clemente da Silva","doi":"10.14516/ete.348","DOIUrl":"https://doi.org/10.14516/ete.348","url":null,"abstract":"This study analyzes the context of space, knowledge and school time present in the public and private education reports of the province of Alagoas, written by the physician Thomaz do Bomfim Espindola (1832-1889) in the 19th century. These reports were the result of his role as Inspector General of Studies in the years 1866 to 1868. These writings include themes such as poor teacher qualifications, poor application of learning methods, abandonment of physical education, moral education, and religious education. quantitative figures on the number of private and public primary and secondary schools, teacher hiring, replacement and dismissal, among other subjects. As a member of the Liberal Party of Alagoas, Espindola held the positions of provincial deputy from 1860-1861, 1864-1865 and 1866-1867, deputy general from 1878 to 1881 and from 1881 to 1884, and interim president in the same province in 1867 and 1878. In Education, he worked as a teacher of Geography, Chronology and History at the Alagoas High School, Hygiene at the High School of Arts and Crafts and Philosophy at São Bernardo High School. He was consulted to propose changes in Brazilian education by drafting the opinions of the «Reform of Primary Education and Various Complementary Institutions of Public Education» (1882) and the «Reform of Secondary and Higher Education» (1883) together with Rui Barbosa and Ulysses Vianna. Therefore, the analysis of the theoretical relationships of space, knowledge and school time of public and private education in the province of Alagoas contributes to the understanding of the advances and the limits of the school formation of the Brazilian Empire. ","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42691114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to account for one of the aspects not addressed so far by the extensive bibliography on the National Workers University (UON): the characteristics of the only student organization officially recognized by the rector and its formation during the operation of the institution under the government of Perón: the Argentine Federation of Students of the Obrera University (FADEUO). In this sense, we will present how this incipient student entity was constituted and how its operation developed until its disappearance, after the coup d’état of September 16, 1955. Likewise, the study will investigate the relationship between this organization and the contemporary General University Confederation (CGU), in the general context of the relationship between Peronism and university reformism. This work will be carried out on the basis of a survey of a documentary corpus that includes: the magazine of this institution, resolutions and interviews carried out with former students. Finally, we will see that the FADEUO shared two characteristics with the CGU: it was an explicitly Peronist entity with a strong union bias and it had a very close relationship with the authorities of the university. However, unlike the CGU, the FADEUO did not seek to compete politically with other contemporary student organizations, since its actions were mainly focused on the cult and glorification of Perón within the UON.
{"title":"El movimiento estudiantil de la Universidad Obrera Nacional en Argentina: notas sobre la constitución y funcionamiento de la FADEUO en el peronismo","authors":"Álvaro Sebastián Koc Muñoz","doi":"10.14516/ete.393","DOIUrl":"https://doi.org/10.14516/ete.393","url":null,"abstract":"The purpose of this article is to account for one of the aspects not addressed so far by the extensive bibliography on the National Workers University (UON): the characteristics of the only student organization officially recognized by the rector and its formation during the operation of the institution under the government of Perón: the Argentine Federation of Students of the Obrera University (FADEUO). In this sense, we will present how this incipient student entity was constituted and how its operation developed until its disappearance, after the coup d’état of September 16, 1955. Likewise, the study will investigate the relationship between this organization and the contemporary General University Confederation (CGU), in the general context of the relationship between Peronism and university reformism. This work will be carried out on the basis of a survey of a documentary corpus that includes: the magazine of this institution, resolutions and interviews carried out with former students. Finally, we will see that the FADEUO shared two characteristics with the CGU: it was an explicitly Peronist entity with a strong union bias and it had a very close relationship with the authorities of the university. However, unlike the CGU, the FADEUO did not seek to compete politically with other contemporary student organizations, since its actions were mainly focused on the cult and glorification of Perón within the UON.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46027158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Repensar el lugar respecto a su relación con la memoria, supone una oportunidad de indagar cómo ha sido entendido el lugar en la construcción de la memoria, a fin de reflexionar acerca de los procesos de significación que van más allá de una mera referencia geográfica, bajo el principio de la llamada espacialidad vivida. Para ello se propone hacer una revisión de tres autores David Harvey, Paul Ricoeur y Pierre Nora, esto supone una oportunidad para ampliar el discurso mediante tres visiones desde diferentes disciplinas, bajo el principio de generar una comprensión complementaria respecto al lugar y su relación con la construcción de la memoria en general y, en específico de la memoria urbana, a fin mostrar las posibilidades que tiene el lugar en la conformación de ésta, al revalorar la al lugar como un elemento primario en la construcción de la memoria, la cual adquiere múltiples posibilidades cuando se trata de la memoria urbana, pues la ciudad es y será una ventana abierta para construir y reconstruir la memoria colectiva más allá de monumentalidad.
{"title":"Repensar la relación entre el lugar y la memoria","authors":"Luz Cecilia Rodríguez Sánchez","doi":"10.22320/rte.vi46.4630","DOIUrl":"https://doi.org/10.22320/rte.vi46.4630","url":null,"abstract":"Repensar el lugar respecto a su relación con la memoria, supone una oportunidad de indagar cómo ha sido entendido el lugar en la construcción de la memoria, a fin de reflexionar acerca de los procesos de significación que van más allá de una mera referencia geográfica, bajo el principio de la llamada espacialidad vivida. Para ello se propone hacer una revisión de tres autores David Harvey, Paul Ricoeur y Pierre Nora, esto supone una oportunidad para ampliar el discurso mediante tres visiones desde diferentes disciplinas, bajo el principio de generar una comprensión complementaria respecto al lugar y su relación con la construcción de la memoria en general y, en específico de la memoria urbana, a fin mostrar las posibilidades que tiene el lugar en la conformación de ésta, al revalorar la al lugar como un elemento primario en la construcción de la memoria, la cual adquiere múltiples posibilidades cuando se trata de la memoria urbana, pues la ciudad es y será una ventana abierta para construir y reconstruir la memoria colectiva más allá de monumentalidad.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"37 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73990467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El presente artículo analiza el actuar diplomático alemán realizado por funcionarios desde su legación en Santiago de Chile bajo el contexto de la Guerra del Pacífico (1879-1883). Este conflicto generó muchas diferencias y temores en América, situación que fue replicada en Europa a través de las Grandes Potencias, destacando en esta investigación el Imperio Alemán. Para llevar a cabo este trabajo se utilizaron fundamentalmente fuentes primarias ligadas a la institución de la diplomacia germana en la capital chilena junto a diversas fuentes bibliográficas que nos permitieron caracterizar el pensamiento decimonónico. Esto permitirá comprender y reconstruir historiográficamente el rol asumido desde Berlín durante la guerra más importante en esta costa del Pacífico en el siglo XIX
{"title":"El Imperio Alemán y la Guerra del Pacífico (1879-1883)","authors":"Daniel Yévenes Canales","doi":"10.22320/rte.vi46.4687","DOIUrl":"https://doi.org/10.22320/rte.vi46.4687","url":null,"abstract":"El presente artículo analiza el actuar diplomático alemán realizado por funcionarios desde su legación en Santiago de Chile bajo el contexto de la Guerra del Pacífico (1879-1883). Este conflicto generó muchas diferencias y temores en América, situación que fue replicada en Europa a través de las Grandes Potencias, destacando en esta investigación el Imperio Alemán. Para llevar a cabo este trabajo se utilizaron fundamentalmente fuentes primarias ligadas a la institución de la diplomacia germana en la capital chilena junto a diversas fuentes bibliográficas que nos permitieron caracterizar el pensamiento decimonónico. Esto permitirá comprender y reconstruir historiográficamente el rol asumido desde Berlín durante la guerra más importante en esta costa del Pacífico en el siglo XIX","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"41 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79064273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La pedagogía de la memoria surge como una propuesta teórica producto de la necesidad de una educación cívica cohesiva en América Latina que considere la importancia entre la enseñanza del pasado reciente y los derechos humanos para el fortalecimiento del pensamiento crítico en las y los estudiantes. Su nacimiento se enmarca en los cambios sociales y políticos de las sociedades occidentales en su avance por la recuperación de la memoria histórica. Para efectos de la incorporación de esta propuesta en contextos más específicos, el caso de Chile presenta una serie de oportunidades y desventajas, por ende, para efectos de su aplicación en las salas de clases se presentan los lineamientos principales que conectan el currículum educacional nacional con la pedagogía de la memoria, para así facilitar la creación de una unidad didáctica en segundo ciclo de enseñanza media.
{"title":"Pedagogía de la memoria: propuesta para crear unidades didácticas en segundo ciclo de enseñanza media","authors":"Eduardo Alejandro Velásquez Parraguez, Álvaro Alarcón Palape","doi":"10.22320/rte.vi46.5125","DOIUrl":"https://doi.org/10.22320/rte.vi46.5125","url":null,"abstract":"La pedagogía de la memoria surge como una propuesta teórica producto de la necesidad de una educación cívica cohesiva en América Latina que considere la importancia entre la enseñanza del pasado reciente y los derechos humanos para el fortalecimiento del pensamiento crítico en las y los estudiantes. Su nacimiento se enmarca en los cambios sociales y políticos de las sociedades occidentales en su avance por la recuperación de la memoria histórica. Para efectos de la incorporación de esta propuesta en contextos más específicos, el caso de Chile presenta una serie de oportunidades y desventajas, por ende, para efectos de su aplicación en las salas de clases se presentan los lineamientos principales que conectan el currículum educacional nacional con la pedagogía de la memoria, para así facilitar la creación de una unidad didáctica en segundo ciclo de enseñanza media.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"42 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78125615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diego Esteban Venegas Caro, José Miguel González Garcés
Este artículo tiene por objetivo estudiar el impacto del golpe de Estado efectuado en Chile el año 1973, en escala local, enfocando el estudio en la ciudad de Chillán. Para ello se buscará comprender las dinámicas locales previas al golpe de Estado en la capital de la región de Ñuble que permitan explicar el despliegue cívico-militar represivo en la zona, analizando cómo se llevó a cabo el gobierno de la Unidad Popular, cuál fue la correlación de fuerzas y los principales actores políticos. Para ello se estudiará este proceso desde la perspectiva de la nueva historia política chilena, tomando como fuentes entrevistas realizadas por el autor a militantes que sobrevivieron a la dictadura, problematizando la perspectiva de la memoria histórica, situándola como objeto y sujeto de estudio de la historia contemporánea chilena.
{"title":"Golpe de Estado en las ciudades de Chillán y San Carlos, 1973","authors":"Diego Esteban Venegas Caro, José Miguel González Garcés","doi":"10.22320/rte.vi46.4735","DOIUrl":"https://doi.org/10.22320/rte.vi46.4735","url":null,"abstract":"Este artículo tiene por objetivo estudiar el impacto del golpe de Estado efectuado en Chile el año 1973, en escala local, enfocando el estudio en la ciudad de Chillán. Para ello se buscará comprender las dinámicas locales previas al golpe de Estado en la capital de la región de Ñuble que permitan explicar el despliegue cívico-militar represivo en la zona, analizando cómo se llevó a cabo el gobierno de la Unidad Popular, cuál fue la correlación de fuerzas y los principales actores políticos.\u0000Para ello se estudiará este proceso desde la perspectiva de la nueva historia política chilena, tomando como fuentes entrevistas realizadas por el autor a militantes que sobrevivieron a la dictadura, problematizando la perspectiva de la memoria histórica, situándola como objeto y sujeto de estudio de la historia contemporánea chilena.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"35 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75249233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tren Chico es el nombre popular otorgado al ramal ferroviario de trocha angosta que conectó Chillán con Recinto en la actual Región de Ñuble, Chile. Su objetivo era llegar a las Termas Minerales, famosas por sus virtudes medicinales, la mitología en torno a las aguas decía que podían curar todo tipo de enfermedades, incluso que eran mucho más efectivas que otras aguas minerales del país y el mundo. Sin embargo, el acceso a las Termas Minerales, ubicadas en plena cordillera andina era un desafío, principalmente para la población con menor poder adquisitivo, quienes debían realizar largos y difíciles viajes en carretas o a pie, pernoctar a la intemperie, incluso con poca comida, debido a la poca oferta y posibilidades de transportar víveres. A continuación, se expone un proceso de reconstrucción histórica, donde se analiza el proyecto ferroviario desde inicios del siglo XX a partir de fuentes primarias, considerando las transformaciones espaciales, el desarrollo económico que impulsó, y el posterior cierre del servicio al ser reemplazado por vehículos motorizados a finales del siglo XX. Se problematiza el abandono de la infraestructura y su lugar en la cultura e identidad territorial, así como la puesta en valor de sus vestigios.
Tren Chico是连接智利nuble地区chillan和Recinto的窄轨铁路分支的流行名称。他们的目标是到达以其药用价值而闻名的矿泉，围绕水的神话说它们可以治疗各种疾病，甚至比国内和世界上的其他矿泉更有效。然而,进入全面矿物温泉,位于安第斯山脉是一个挑战,人口主要购买力较低,应进行漫长和困难的手推车或徒步旅行,户外过夜,甚至没有足够的食物,由于缺少供应和运送食品的可能性。下面,一项重建进程历史、分析项目铁路起自20世纪初以来的主要来源,考虑到空间转换,经济发展了,同时也成为服务结束后由机动车辆在20世纪末期。本文讨论了基础设施的废弃及其在领土文化和身份中的地位，以及对其遗迹的重视。
{"title":"Configuración de atractivos turísticos como patrimonio cultural. El caso de las Termas de Chillán y el viaje en el Tren Chico. Región de Ñuble, Chile: 1911 - 1957","authors":"Gonzalo Cerda Brintrup, Mónica Navarrete Muñoz","doi":"10.22320/rte.vi46.5272","DOIUrl":"https://doi.org/10.22320/rte.vi46.5272","url":null,"abstract":"Tren Chico es el nombre popular otorgado al ramal ferroviario de trocha angosta que conectó Chillán con Recinto en la actual Región de Ñuble, Chile. Su objetivo era llegar a las Termas Minerales, famosas por sus virtudes medicinales, la mitología en torno a las aguas decía que podían curar todo tipo de enfermedades, incluso que eran mucho más efectivas que otras aguas minerales del país y el mundo. \u0000Sin embargo, el acceso a las Termas Minerales, ubicadas en plena cordillera andina era un desafío, principalmente para la población con menor poder adquisitivo, quienes debían realizar largos y difíciles viajes en carretas o a pie, pernoctar a la intemperie, incluso con poca comida, debido a la poca oferta y posibilidades de transportar víveres. \u0000A continuación, se expone un proceso de reconstrucción histórica, donde se analiza el proyecto ferroviario desde inicios del siglo XX a partir de fuentes primarias, considerando las transformaciones espaciales, el desarrollo económico que impulsó, y el posterior cierre del servicio al ser reemplazado por vehículos motorizados a finales del siglo XX. \u0000Se problematiza el abandono de la infraestructura y su lugar en la cultura e identidad territorial, así como la puesta en valor de sus vestigios.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87583023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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