19세기 아르헨티나의 교육: 투쟁과 진보

### 로사스와 우르키사 시대의 교육: 진보와 민주주의를 위한 투쟁
* 🌹 리바다비아 정권이 몰락한 후 **안 마누엘 데 로사스는 1829년 12월 8일 도레고의 처형에 대한 복수자**로 등장하여 권력을 장악하고 정적에 대한 증오를 부추겨 권력을 영속화하는 방식으로 통치를 시작했습니다.
* 🎓 로사스 정부 하에서 초등 교육이 소홀해지고 교사의 급여가 삭감되었으며 **공립 및 사립 학교의 학생들에게 독특한 빨간 배지가 의무화**되는 등 교육 시스템이 혼란을 겪었습니다.
* 📚 로사스의 폭정 기간 동안 이 나라의 지적인 삶은 어두워졌고 많은 작가, 시인, 교육자들이 **우루과이, 칠레, 볼리비아 등 주로 해외로 피난**을 떠났습니다.
* 📉 초등 교육의 침체는 이 기간 동안 많은 주에서 공통된 문제였으며, **우르키사 정부의 엔트레 리오스와 같은 일부 주**에서는 교육 진흥을 위해 노력했습니다.
* 👨 우르키사 장군의 엔트레 리오스에서의 활동은 교육을 통해 미래 인간의 성격을 형성하는 것을 목표로 했으며, **새로운 초등학교 설립, 사립학교 설립, 학교 감시를 위한 감찰위원회 임명** 등으로 이어졌습니다.
* 🏫 1848년에는 **파라나 예비 연구 대학**이 설립되었고, 1840년에는 모든 주에서 온 학생들을 입학시켜 국가적 성격을 부여하려는 의도로 **콘셉시온 델 우루과이 예비 연구 대학**이 설립되었습니다.
* 📚 에스테반 에체베리아는 아르헨티나의 문제는 본질적으로 교육 문제이며 민주주의를 위해 국민을 교육해야 한다고 믿었습니다. 그는 **"국민들이 민주주의를 위해 5월에 출범한 새로운 사회생활에 대한 교육을 받지 못했기 때문에 길을 잃었다"고 말했습니다.** 에체베리아는 공교육의 최고 목표를 민주주의를 위한 교육, 즉 자유를 위한 교육으로 보았습니다.

19세기 아르헨티나의 교육 개혁은 문명과 민주주의를 증진하는 것을 목표로 했으며, 사회 발전과 자유를 달성하는 데 있어 공교육의 중요한 역할을 강조했습니다.

[Music] In the era of Rosas, with the fall of the Rivadavia regime, two governors were appointed, and one of them appointed Ascasubi as the Inspector of Schools. Ascasubi, in his first act, removed teachers and sought to annul the Lancaster system. After the execution of Dorrego, significant political consequences followed. From the shadow of the governors emerged Juan Manuel de Rosas, the avenger of his execution. Rosas rose to power on December 8, 1829, portraying himself as a friend of order and conciliation. However, he began his rule by fueling hatred against his political adversaries, seeking to perpetuate his power. His tyranny was supported by two pillars: an idolatrous cult celebrated at parish festivals and the uniformity imposed on the people. Under his government, positions were filled by individuals who were federalists. In public and private schools, the students were required to wear a distinctive red badge. He cut the budget for educators' salaries, leaving elementary education neglected by the government, causing a severe setback. The San Miguel School, an orphanage, had to close due to lack of financial resources. Intellectual life in the country dimmed during his tyranny, as writers, poets, and educators who did not support the federation had to.

Leaving the country and seeking refuge abroad, Uruguay, Chile, and Bolivia were the countries where the outlaws mainly settled, engaging in an intense and prolonged struggle for the freedom of their homeland. Just as there were leaders with vandalic and divisive tendencies, there were also cultured and progressive individuals. They founded educational institutions and promoted the development and dissemination of various cultural expressions. One of them, Justo José de Urquiza, the organizer of the fallen nation, saw tyranny abolished in some provinces. Education remained almost completely neglected by their governments, while in others, it continued to receive new impulses. It would only reach full development during the constitutional period. In San Luis, its first official school disappeared due to a law enacted in 1842, stating that the funds allocated for the payment of school teachers would be added to the state funds for its urgent needs. La Rioja and Santiago del Estero did not experience the slightest progress. In Córdoba, schools were left abandoned to their fate, so those that continued to function did so through the efforts of their teachers. Faced with this scenario, which led to the stagnation of primary education, the educational action carried out in Entre Ríos by the government of Pascual Echagüe and José Justo de Urquiza stands out. Schools were established, and school inspections were put in place, appointing the city's attorney to be accompanied by two

Neighbors were to check the progress of the children and observe the behavior of the teachers. With the government of Urquiza, new primary schools were created, private establishments began to operate, and inspector commissions were established to monitor the functioning of the schools. Urquiza entrusted Marco Sastre, whom he appointed as the general inspector of schools, to determine that the school should aim to shape the character of the future man. Education should correct the effects of childhood, always being careful to act with the utmost prudence. This educational concept logically led to the abolition of corporal punishment. To become a teacher or assistant, it was established as indispensable requirements: the profession of the Catholic faith, good customs, good character, and sufficient instruction. Marco Sastre also determined the school age, setting its limits between 7 and 15 years for boys and 6 and 14 for girls. Additionally, a fee of 8 reales that each student had to pay monthly was established. Those who certified their poverty were exempt from any expense. Finally, the regulations established the duration of the school day at six hours for boys and seven for girls, divided into morning and afternoon shifts. General Urquiza's action in the government of Entre Ríos aimed to promote the education of youth, as he saw it as a means to spread and promote civilization and elevate the province.

The highest degree of progress and advanced its first creation in the field of secondary education was the College of Preparatory Studies of Parana in 1848. In 1840, another College of Preparatory Studies was established in Concepción del Uruguay, which gave significance to this creation. General Urquiza's intention was to give a national character to the college, where students from all provinces were admitted. Therefore, the extraordinary value of the College of Concepción del Uruguay lay in the fact that it was a link of national unity. Esteban Echeverría, after studying for a few years at the College of Moral Sciences, left his studies in 1825 and traveled to Europe. In 1830, he returned to La Plata, where he introduced literary romanticism and political liberalism, amidst a tyranny in a society corrupted by despotism. This environment gave him the impetus to spread the need to regenerate the nation, fueling his social and pedagogical concerns. He was one of the main promoters of the literary salon founded in 1837, which soon shifted its interests towards economic and political issues. It was shut down by Rosas, leading its members to organize into the secret society Association of May. The escalation of violence and cruelty by the tyrant forced Echeverría to seek refuge in Montevideo in 1840. Echeverría stated that democracy demands action, innovation, and the constant exercise of all

Democracy wants us submissive to the law. For Echeverría, it was necessary to achieve the complete emancipation from colonial traditions. According to him, this would be the work of education and laws. Echeverría said, The people went astray because they were not educated for the new social life inaugurated in May for democracy. Therefore, for the transformation to be lasting, for its growth to be affirmed little by little, it is essential to start with the education of the people. The Argentine problem was seen by Echeverría as essentially an educational problem. It was necessary to educate the people for democracy. Hence, it could not be simply resolved by creating educational institutions because the mission of the state is not only to instruct but to educate with a vision of progress and sociability. Therefore, the supreme goal of public education for Echeverría was education for democracy, in other words, education for freedom.

La Educación en época de Rosas y otros caudillos del interior

Este canal tiene la finalidad de recopilar las actuaciones y ensayos de mis alumnos de la Escuela Municipal Octavio Muedra Tasquer (Concepción) , y la Escuela N°234 Capitán de Fragata Pedro Edgardo Giachino (Yucumanita), para que quede un registro de las producciones

José Daniel Ruiz

19세기 아르헨티나에서 후안 마누엘 데 로사스의 부상과 영향력

1829년 집권한 후안 마누엘 데 로사스는 처음에는 자신을 질서와 화해를 위한 세력으로 내세웠지만, 곧 증오를 부추기고 자신의 권력을 유지하려고 했습니다.

그의 폭압적인 통치는 교육에 대한 예산 삭감과 학생들에 대한 독특한 빨간 배지 부과 등 교육에 대한 소홀로 이어졌습니다.

로사스 정권으로 인해 많은 작가, 시인, 교육자들이 프랑스를 떠나면서 지적 생활에 큰 차질을 빚었습니다.

그러나 일부 지방의 폭정을 철폐하고 문화 발전을 위해 노력한 호세 데 우르키사와 같은 진보적인 인사도 있었습니다.

로사스 통치의 영향으로 많은 지역에서 초등 교육이 침체되었지만, 엔트레 리오스에서는 학교를 설립하고 상황을 개선하기 위한 점검을 실시하는 노력이 두드러졌습니다.

우르키사의 엔트레 리오스 정부는 초등학교를 신설하고 교육 감독을 위한 감찰위원회를 설립했습니다.

마르코 사스트레는 학교 총감독관으로 임명되어 미래 인격 형성의 중요성과 체벌 폐지를 강조했습니다.

이 규정은 또한 교사, 취학 연령 제한, 학생 등록금, 수업일수에 대한 요건을 정하여 지방의 문명 확산을 위한 청소년 교육을 촉진하는 것을 목표로 합니다.

에스테반 에체베리아가 교육과 정치에 미친 영향

파라나와 콘셉시온 델 우루과이의 예비 연구 대학은 국가 통합과 교육을 제공하는 데 중요한 역할을 했습니다.

에스테반 에체베리아는 라 플라타에서 공부한 영향을 받아 문학적 낭만주의, 정치적 자유주의, 국가 재생을 지지하는 사람이 되었습니다.

에체베리아는 사회적, 교육적 관심사로 인해 문학 살롱과 5월의 협회에 참여하여 폭정에 맞서 민주주의와 혁신을 옹호했습니다.

에체베리아의 민주주의를 위한 교육 비전

에체베리아는 교육과 법률을 통해 식민지 전통으로부터 완전히 해방될 수 있다고 믿었습니다.

그는 민주주의로의 전환을 위해서는 새로운 사회 생활을 위한 국민 교육이 필요하다고 강조하며 아르헨티나의 문제를 본질적으로 교육적인 문제로 보았습니다.

에체베리아는 공교육의 최고 목표를 단순한 주입식 교육이 아닌 민주주의와 자유를 위한 교육으로 보았습니다.