Education in Chile: Constitution of 1833 to Modern Reforms

Posted on Dec 13, 2024 in Social sciences

Constitution of 1833

First, it states that education is a primary function of the state.
Delivering to Congress the task of creating a general plan of national education.
Establishing a public school superintendent in charge of the inspection of national education.

Due to internal conditions, such as scarcity of resources and the outbreak of internal conflict (war against the Confederacy), it was impossible to comply with this provision until 1824. In other words, the issue of education had to wait until the end of the war to be revisited.

“Leave the task of education in state hands, but this does not imply freedom of teaching. The State of Chile is Catholic, Apostolic, and Roman.”

Again, science education was postponed by putting emphasis on the delivery of securities, which were delivered by the church.

An important element is that the press, which was still markedly influenced by the church, began to excel in its role in the quest for development and projection of public instruction.

1810 – 1842: Formative Stage

Illustrated in the Creole consciousness, proponents of independence.
Initial efforts reinforced primary and secondary education.
Primary Resources.

Since 1850, the education of the people began to have different characteristics in its development.

A strong emphasis on popular education.
Educational development becomes a matter of public opinion. It is considered a guarantor of moral development and a condition of development.
Education is seen not only as a process of training and delivery of skills at a cognitive level but preferably as an intervention in everyday life.
Elementary schools came to generate habits and improve the domestic economy.
The aim was to improve the lifestyle of the working classes. Work was not being sought after. The school was coming to meet you at home.
There was an awareness of the need for primary schools. Education is needed urgently because it directly influences the destiny of nations.

Liberals focused on the need for more technical education. They said the only way to overcome poverty was to teach people a trade.

Reform the System of Access to Universities to Ensure Equal Opportunities

Establishment of complementary access mechanisms to the University Selection Test for low-income people (such as preparatory USACH-UNESCO).
Accreditation incorporating attributes such as transparency, institutional integrity, academic freedom, tolerance, and pluralism.
Ensure access to and study conditions for people with disabilities.

Increased Public Spending in Higher Education

Free delivery of available funds to state universities.
Fund revitalization of traditional universities, with a unique character and an emphasis on regional and state institutions.

Democratization of the Higher Education System

Tri-estate participation in all institutions of higher education.
Ensure freedom of expression, association, and professorship for students, teachers, and workers in all educational institutions.

Aztec Empire

The Aztec Empire, also known as Mexico, was located in the Yucatan Peninsula.

Objective: To train citizen-soldiers.

Early education: It focused on the individual’s personality and role as a member of society. The family delivered this up to 12 years in two key areas: self-control and self-knowledge (personal capacity).

General Education: This was developed by the state (a theocracy, based on control of religion) that had political and economic control. It was public education for all.

It was an active, integral, and democratic education that integrated all the people (there was no distinction between slave and free, male or female). It was mandatory and androcentric. This extended to the age of marriage (19 years).

Basic School: Tepochcalli was directed to the common people (the mass), where elementary teachings were taught, along with social and national consciousness (collective conscience).

Core concept:

Ekuwun: Respect for nature (base element). Man is part of nature, as are all the elements of the earth. Actions have consequences on others (systemic approach).

Calmecac: These were reserved only for the nobility (royal family, priests). They were institutions of higher learning that formed individual consciousness. Their goal was to train new military and religious leaders.

Inca Empire

The Inca Empire was located in the south (Ecuador, Peru, Bolivia, Chile, Argentina), covering an area of 2,000 km with a population of 10 million.

This was a centralized empire (central power) that was collectivist (all). The emperor was the Zapa Inca, who worshiped the sun and practiced human sacrifice. Their language was Quechua (Runa Simi). The empire was rigidly scheduled with many social behaviors.

It was a pyramidal society, where the base was the village, the middle was the Curacas (who were the lords of the dominated territories), and the top was the aristocracy of blood (Zapa Inca with a wife and children).

Mapuche

The Mapuche had a different perspective on education and the role of man. They intended to have a thorough understanding of nature.

The most important thing was to be Kimche (wise man), and this wisdom was only attained by learning all the knowledge of the land, that is, knowing the natural laws that dominate and direct their lives.

Method: There was no school itself; teaching was passed through the word. “Every man is an educator”: mother, father, relatives, and clan members. Knowledge was born of experience and observation. Direct contact with “learn from what we live.”

Educational Process

Kimeltuwun: Educational knowledge. Corresponds to the delivery of values corresponding to a form of relationship with nature and humans.

Systematic approach: The Mapuche assume that every part of nature plays a role. If one of these is affected, the consequences will be global and affect the entire community (alteration of the system that has consequences such as natural disasters).

The man (nge) is part of nature, which provides harmonious collaboration. They worry that all citizens comply with the laws of nature. Breaking the laws of nature, even out of ignorance, has consequences.