Revista historia de la educacion latinoamericana

In this section you will find reviews of books and journals related to the history of education in Latin America.  

In the Faculty of Education, since its beginnings, the educational approach has been centered on humanism, especially Catholic[1], but there has been a change since the late twentieth century and early twenty-first century in the construction of a critical humanism[2], based on strategies of various schools and pedagogical models. For the XXI century, our approach in the conception of education[3] we conceive it as a formative, humanistic-critical-dialogical-inclusive process, built from the historical singularity of the political culture, with social responsibility, based on the principle of the integrality of the human being[4], which is developed, in our case, in the educational institution of the UPTC.

At the end of the 19th century, Latin America became the scene of significant changes; many of the countries of the continent underwent processes that had repercussions on politics, the economy, social relations and especially in the area we would like to deal with hereafter: education. In Europe, the optimistic ideas of positivism and scientism were triumphing on the back of the industrial revolution and technological advances, and the empire of the free market was flooding from Western Europe to all corners of the world, particularly the so-called former South American colonies that had not yet declared their independence half a century earlier.

The present edition of Rhela, aimed at the debate on the diverse perspectives of the Normal School in Latin America, presents a dossier of eight (06) articles on the subject, most of which are oriented to a history of the present time, with the exception of one article that reflects the history of a Normal Institution between the XIX and XX centuries.  The remaining six (6) final articles deal with various aspects of the history of education in the continent. This issue includes reflections from Brazil, Colombia, Spain, Guatemala, Mexico and the Dominican Republic. The editorial staff of the Journal Historia de la Educación Latinoamericana, has given us the opportunity to begin this turn of current studies on the Normales inviting us to coordinate this dossier on the subject, to whom we thank in a different way for the opportunity.  We invite readers to read the corpus of articles that make up this issue of Rhela.

Objective: this research analyzes the factors that determine school failure in Spain, based on the “Encuesta Social de 2010: Educación y hogares en Andalucía”. From which, we use a representative sample of 5032 cases. Originality/contribution: School failure is a current topic of great interest in socio-educational research, as well as a priority objective to be addressed in the agenda of the European Union due to the high rates registered in recent years. Method: it is based on a systematic documentary analysis from a quantitative approach. Strategies/information collection: by exploiting secondary data from the survey, we make inference with the current situation using two binary logistic regression models by age cohorts. The results show a gender gap in the probability of school failure. Women show a lower risk. The socio-family level indicates that the importance parents/tutors give to education is not a factor related to school failure. However, parental control on secondary education studies decreases its probability. The socioeconomic status of the family appears as an incident factor. Conclusions: The findings highlight the need for adequacy and updating of data on the factors that determine school failure from a socio-educational and gender perspective. This would allow a socio-educational intervention and the creation of educational-social policies coherent with the social reality, which attend to the specific characteristics and conditions of the student body, to prevent school failure, promote integral development and social integration.