Requiem For The Teacher Training?

Educare-Educere.

Requiem NORMAL FOR EDUCATION?

Gabriel Hernandez Santamaria.

gsanma@prodigy.net.mx.

Since the founding in 1885 the Normal School of Jalapa and Mexico, in 1887, Mexico's normal development is closely linked to national education.

It is the humanistic spirit that drives Rébsamen to the founding of the Academy Normal, same with the doctrine which is born of normal, whose characteristic form were the teachers with the capacity to apply science, both theoretically and practically, in the formation of free men. This doctrine spread in the inaugural speech of Mexico Normal School (24 February de1887), given by the Minister of Justice and Public Instruction, Joaquín Baranda claiming primary training institutes have to think about the school teacher as an apostle knowledge of religion, that under the principle of science as free men.

Years later, and ended the Revolution, the founding of the Secretariat of Public Education José Vasconcelos his secretary gives the doctrine usually new values: the teacher's mission is to promote justice and the welfare of society. To give effect to these values, Vasconcelos teacher calls a crusade for social liberation. With this announcement comes the emancipatory ideal figure of the teacher, the apostle of education, missionary teacher (an idea that was reinforced with the creation of cultural missions).

Cardenismo given a new mission to training and the teacher's job: to be transformers of society during this period of socialist education is when the teacher has been more closely linked to people and their needs, especially in the rural communities, where the professor advocated the common good.

The training of teachers shift from the ideological point of view during the Cardenas, so normal were intended to form a teacher committed to community welfare, particularly in rural normal schools in 1922 had begun to spread through the country, with well a means of social mobility for working class and peasants.

Normal, as stated at the outset, contributed significantly to the cultural development of the first half of the twentieth century. It is from the second half of last century, when successive reforms to the curriculum, but, mainly - the lack of a social mission of the normal schools, normal processing and loses its strength as a servant to society.

Today in the XXI century, the normal is lost among the thorns of globalization, market forces, knowledge as a factor of production and the demand for educational quality.

Its curriculum, more concerned with the information for training (despite its degree range) does not satisfy the need to train education professionals whose mission is not specifically to teach but to facilitate meaningful learning.

Perhaps the normal orphan humanism today and submitted by a neoliberalism that sees education as a commodity, should think of an alternative that leads to an educational model based on equity and the pursuit of self-sustainable social development a country that wants to break the shackles of underdevelopment.

A normal to promote teacher training in the context of a critical and objective professional, without the shackles of union corporatism and economic liberalism that promotes education where the emphasis is on process not product, where the supreme value is the success and not man.

If the teacher does not fight, if not take the initiative to change, to give birth to a new normal, through the exercise of a practice supported by the student teachers who build their own learning, you run the risk of becoming a preacher of that simple normal is mortally wounded, or worse, who has died without an heir.