%0 Journal Article
%T FAMILIA Y ESCUELA: UNA HISTORIA SOCIAL DEL PROCESO DE ESCOLARIZACI車N NACIONAL. CHILE, 1860-1930
%A FRANCISCA RENGIFO S
%J Historia (Santiago)
%D 2012
%I Pontificia Universidad Cat車lica de Chile
%X El presente art赤culo estudia la relaci車n entre la familia y la escuela dentro del proceso de escolarizaci車n nacional, planteando la pregunta fundamental por el significado de esta para los hogares populares. Propone que de dicho sentido depender芍 en gran parte la recepci車n que la escuela p迆blica tuvo en la poblaci車n y aborda a las familias como un actor clave para entender las implicancias sociales de la formalizaci車n del sistema educacional a partir de la Ley de Instrucci車n Primaria de 1860 y de la extensi車n de la escolarizaci車n, que en 1920 se hizo obligatoria. En su formulaci車n, la pol赤tica educacional acus車 la incapacidad de los hogares populares para educar y sostener a sus ni os, denunci芍ndola como el principal obst芍culo para la extensi車n de la escuela. Desde las familias, el problema era el inverso. Inicialmente, la escuela estaba en la periferia de la rutina familiar, definida esencialmente por la necesidad de que todos sus miembros cooperasen para la supervivencia del grupo. Posteriormente, el sistema p迆blico requerir芍 modificar la oferta escolar sobre la base de la asistencia social hacia los ni os y sus hogares en salud y alimentaci車n, inaugurando el Estado de bienestar en Chile. This article analyzes the connection between family and school within the national schooling process, exploring the significance that the schooling process had for lower income households. The article proposes that the significance depended to a large extent upon the reception that the public school had in the community. Families are studied as the key actors to the understanding of the social implications on the formation of an educational system starting from the Law for Primary Education that was enacted in 1860 and the extension of schooling by making primary education mandatory in 1920. Educational policies blamed the incapacity of poor homes to educate and financially support their children naming them as the main obstacle to the expansion of education. From the point of view of the families the problem was the opposite. Initially, school played a secondary role in the family, essentially defined by the necessity that all of its members cooperate for the survival of the group. Later the public school system would need to modify the educational provision, focusing on the social assistance of students and their families by offering health care and food, inaugurating the welfare state in Chile.
%K familia
%K escuela
%K asistencia social
%K family
%K school
%K social assistance
%U http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0717-71942012000100005