Una mirada a la configuración histórica de la docencia rural desde la perspectiva de género
Fecha
2022-12-20
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Sección Historia. Instituto Superior de Profesorado N°3. Villa Constitución, Argentina
Resumen
Descripción
A principios del siglo XX, la introducción de contenidos agropecuarios en las escuelas rurales contribuyó a priorizar la designación de maestros varones dada la masculinización de los trabajos agrícolas. Se priorizó la formación de maestros varones y su nombramiento como directores en estas escuelas. A mitad del mismo siglo, el despoblamiento rural incentivó políticas de fomento a la residencia rural. Las maestras fueron identificadas como mediadoras entre el Estado y los grupos familiares y se convocaron a jóvenes mujeres campesinas para ejercer como docentes. Este artículo propone comprender el origen de representaciones sociales vinculadas a la condición de género de los docentes rurales. También se focaliza en la creación de dos escuelas normales rurales en la provincia de Entre Ríos (Argentina) que definieron rasgos de identidad y funciones específicas de los docentes. Los análisis se relacionan a la dotación de maestros para las colonias agrícolas.
At the beginning of the 20th century, the introduction of agricultural content in rural schools contributed to prioritizing the appointment of male teachers given the masculinization of agricultural work. The training of male teachers and their designation as principals in these schools was prioritized. In the middle of the same century, rural depopulation incentivized policies to encourage rural residence. Female teachers were identified as mediators between the State and family groups and young peasant women were called to work as teachers. This article proposes to understand the origin of social representations about rural teachers linked to gender. It also focuses on the creation of two rural normal schools in the province of Entre Ríos (Argentina) that defined identity traits and specific functions of teachers. The analyses are related to the provision of teachers for the agricultural colonies.
At the beginning of the 20th century, the introduction of agricultural content in rural schools contributed to prioritizing the appointment of male teachers given the masculinization of agricultural work. The training of male teachers and their designation as principals in these schools was prioritized. In the middle of the same century, rural depopulation incentivized policies to encourage rural residence. Female teachers were identified as mediators between the State and family groups and young peasant women were called to work as teachers. This article proposes to understand the origin of social representations about rural teachers linked to gender. It also focuses on the creation of two rural normal schools in the province of Entre Ríos (Argentina) that defined identity traits and specific functions of teachers. The analyses are related to the provision of teachers for the agricultural colonies.
Palabras clave
Colonias agrícolas, Docentes rurales, Género, Normalismo rural, Agricultural colonies, Rural teachers, Gender