Publication: Aprender a enseñar en el siglo XIX.
La formación inicial de las maestras españolas
Authors
González Pérez, Teresa
item.page.secondaryauthor
item.page.director
Publisher
Servicio de Publicaciones. Universidad de Murcia
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
La irrupción de las mujeres en la Escuela, como alumnas y
como enseñantes, comenzó muy tímidamente en la España
del siglo XVIII, si bien no fue hasta finales del siglo XIX, con la
Ley Moyano (1857), cuando se estableció la obligatoriedad
de la instrucción primaria pública para las niñas. Pero las
políticas educativas no sólo posibilitaron progresivamente la
incorporación y la permanencia de las niñas en la institución
escolar. También se hizo efectivo el ingreso de las mujeres
en la profesión docente, ingreso que en un principio
quedaba reducido a la enseñanza primaria y que respondía
más a una cuestión de utilidad que a un interés social por
darles a las mujeres la oportunidad de mejorar su formación
para su incorporación al mercado laboral. En este trabajo nos
proponemos analizar la trayectoria de la formación inicial de
las maestras españolas, diseñada según el programa curricular
concretado en diferentes planes de estudio a lo largo del siglo
XIX.
The emergence of women in Spanish schools, as students and as teachers, started very timidly in the eighteenth–century, although it was not until the late nineteenth century, when the Moyano Law (1857) was passed, that compulsory public primary education for girls was established. Education policies not only progressively enabled the incorporation and continuity of girls at school, it also allowed women to enter the teaching profession. It was at first limited to primary education and a matter of utility rather than a social interest in offering women the opportunity to improve their training to get into the labour market. In this paper we analyse the trajectory of Spanish female school teachers' initial training, designed according to the curriculum in different syllabi throughout the nineteenth century.
The emergence of women in Spanish schools, as students and as teachers, started very timidly in the eighteenth–century, although it was not until the late nineteenth century, when the Moyano Law (1857) was passed, that compulsory public primary education for girls was established. Education policies not only progressively enabled the incorporation and continuity of girls at school, it also allowed women to enter the teaching profession. It was at first limited to primary education and a matter of utility rather than a social interest in offering women the opportunity to improve their training to get into the labour market. In this paper we analyse the trajectory of Spanish female school teachers' initial training, designed according to the curriculum in different syllabi throughout the nineteenth century.
publication.page.subject
Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 13, N. 4, 2010
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/