Publication: Corrientes renovadoras en la Didáctica de las Ciencias Naturales y su influencia en la Salud Pública. Educación Ambiental y Educación para la Salud 1876-1936
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2021-05-06
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Universidad Complutense de Madrid
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Abstract
Cuando las poblaciones sufren convulsiones políticas, económicas o de otro orden y se ven inmersas en tiempos prolongados de depresión económica o, desempleo de gran parte de la población es necesario buscar una motivación para conseguí nuevas metas. Los dos últimos siglos, XIX y XX, se han caracterizado por estos sucesos, tanto a nivel español como europeo. La búsqueda de mecanismos de reacción ante estas situaciones recurrentes, consideran que la regeneración del país y la prevención de situaciones tan negativas para por mejorar la educación de la población.
En el último tercio del siglo XIX, en España, la alternancia de dos tendencias políticas enfrentadas, actuando en periodos cortos, no permiten desarrollar programas estables y aparece un grupo de intelectuales, en su mayoría docentes, reaccionan ante una universidad rígida, que se resiste a los cambios.
Esta situación favorece las condiciones, para la creación en 1876 de la Institución Libre de Enseñanza, cuyo objetivo será favorecer, por medio de la educación, el progreso de una sociedad desorientada. Para ello, proponen una revisión y mejora de la enseñanza desde el nivel infantil al universitario y así, después del Primer Congreso Pedagógico, celebrado en Barcelona en 1892, se incurre en que el país no evolucionará mejorando las élites universitarias, sino reformando la educación de las enseñanza primarias y medias, señalando como clave para el conocimiento e intercambio con experiencias educativas renovadoras.
Al final de siglo XIX la perdida de las Provincias de Ultramar y a inicios del XX con la Guerra de Marruecos, algunos de los alumnos de la ILE llegan a importantes cargos en la Instrucción Pública y deciden adoptar, para todo el país, los métodos que habían conocido, esto deriva en la creación de otras instituciones, entre ellas, como los primeros Instituto Escuela y el Museo Pedagógico, la Junta para Ampliación de Estudios e Investigaciones Científicas Misiones Pedagógicas, Residencia de Estudiantes y Señoritas, Colonias de Vacaciones Escolares.
En paralelo, el mundo de la salud, en el siglo XIX sufre un gran progreso debido, entre otras razones, al desarrollo de la física, especialmente la óptica, y la química. Esto permite el análisis más detallado de los procesos relacionados con la enfermedad. Este nuevo conocimiento influye en la comprensión de qué son las infecciones y cómo se transmiten. Este hecho, unido a la presión debido a los movimientos obreros en el último tercio el siglo XIX, hace que se produzca un profundo cambio en todo lo relacionado con la higiene pública, y en consecuencia con el concepto de prevención. Más tarde, ya en el siglo XX, la incorporación a las instituciones, la posterior consecución del derecho al voto de la mujer y la lucha por conseguirlo, hacen aflorar un modelo femenino con grandes inquietudes sociales, que se une a la demanda de la Innovación de la Enseñanza y de los recursos de Salud...
When populations suffer political, economic, or any other kind of unrest, and they find themselves immersed in a prolonged economic depression or unemployment affecting the greater part of the population, it is necessary to seek a motivation in order to achieve fresh objectives. The 19th and the 20th Centuries are characterized for these occurrences, both in Spain and in Europe. The search for stimulating mechanisms in these recurring situations require the regeneration of the country and the prevention of such negative situations to improve the education of the population. In the last Quarter of the 19th Century in Spain, the alternation of two potentially confronted tendencies appearing over short periods of time did not allow stable programs to be developed. A group of mainly teaching intellectuals reacted against a rigid University system which resisted change. This situation favoured the conditions for the creation in 1876 of The Free Teaching Institution, the objective of which was to favour through education the progress of a disorientated country. In order to achieve this, a review and improvement of Teaching from Infant through to Secondary education levels was proposed. Following the First Pedagogical Congress held in Barcelona in 1892, it was argued that the country would not evolve simply by improving the University elite, but by reforming Primary and Secondary education, indicating as a solution knowledge and exchange through renovating educational experiences. At the end of the 19th Century with the loss of Overseas Territories, and at the commencement of the 20th Century following the War with Morocco, some of the students of the ILE had achieved important appointments in public teaching. They decided to introduce the methods they had learned throughout the Country. This resulted in the creation of other Institutions, the first among them being The Institute of the School, The Board for the Development of Studies and Scientific Research, Pedagogical Institutions, The Residence for male and female students, and Centers for Student Vacations. At the same time, the Health Sector in the 19 th Century experienced great progress, among other reasons due to the developments in Physics, and especially in Optics and Chemistry. This permitted a more detailed study of processes relating to illness. This newly acquired knowledge influenced the understanding of what infections are, and how they are transmitted. This development, together with the pressure of Worker Movements in the Third Quarter of the 19th Century gave rise to a profound change in everything related to Public Hygiene, and consequently to the concept of prevention. Later in the 20th Century, the incorporation of women into institutions and their struggle for voting rights resulted in the emergence of a model of Feminism giving rise to great social unrest, together with demands for the innovation of Teaching and Health resources...
When populations suffer political, economic, or any other kind of unrest, and they find themselves immersed in a prolonged economic depression or unemployment affecting the greater part of the population, it is necessary to seek a motivation in order to achieve fresh objectives. The 19th and the 20th Centuries are characterized for these occurrences, both in Spain and in Europe. The search for stimulating mechanisms in these recurring situations require the regeneration of the country and the prevention of such negative situations to improve the education of the population. In the last Quarter of the 19th Century in Spain, the alternation of two potentially confronted tendencies appearing over short periods of time did not allow stable programs to be developed. A group of mainly teaching intellectuals reacted against a rigid University system which resisted change. This situation favoured the conditions for the creation in 1876 of The Free Teaching Institution, the objective of which was to favour through education the progress of a disorientated country. In order to achieve this, a review and improvement of Teaching from Infant through to Secondary education levels was proposed. Following the First Pedagogical Congress held in Barcelona in 1892, it was argued that the country would not evolve simply by improving the University elite, but by reforming Primary and Secondary education, indicating as a solution knowledge and exchange through renovating educational experiences. At the end of the 19th Century with the loss of Overseas Territories, and at the commencement of the 20th Century following the War with Morocco, some of the students of the ILE had achieved important appointments in public teaching. They decided to introduce the methods they had learned throughout the Country. This resulted in the creation of other Institutions, the first among them being The Institute of the School, The Board for the Development of Studies and Scientific Research, Pedagogical Institutions, The Residence for male and female students, and Centers for Student Vacations. At the same time, the Health Sector in the 19 th Century experienced great progress, among other reasons due to the developments in Physics, and especially in Optics and Chemistry. This permitted a more detailed study of processes relating to illness. This newly acquired knowledge influenced the understanding of what infections are, and how they are transmitted. This development, together with the pressure of Worker Movements in the Third Quarter of the 19th Century gave rise to a profound change in everything related to Public Hygiene, and consequently to the concept of prevention. Later in the 20th Century, the incorporation of women into institutions and their struggle for voting rights resulted in the emergence of a model of Feminism giving rise to great social unrest, together with demands for the innovation of Teaching and Health resources...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Ciencias Biológicas, leída el 17/12/2020