Este artículo estudia el rol de las maestras normalistas como editoras, redactoras y divulgadoras de conocimiento científico. En específico, se analizan los dos primeros proyectos periodísticos gestionados en las escuelas normales de preceptoras en Chile (1915- 1923), período que coincide con la aplicación de la reforma de 1913 efectuada a estas instituciones. Este trabajo parte de la base de que estas iniciativas editoriales dialogan con dos aspectos claves de esa reforma: el incremento de la formación científica de las maestras y la exigencia de un papel social y extensivo a estas escuelas. A partir de ello, se demuestra, en primer lugar, que la historia natural, la higiene, pero también la qúmica y la física, fueron las disciplinas predilectas para estas maestras en el período; en segundo lugar, que estas normalistas ejercieron el rol de mediadoras del saber transmitiendo este a los públicos legos; en tercer lugar, que estas maestras concibieron la labor editorial como una herramienta para conformar una comunidad de práctica, es decir, un grupo social cuyos propósitos fuesen compartir aprendizajes basados en la reflexión común y desarrollar conocimiento.
The present work has searched to analyze the characteristics of those who exercised grassroots leadership during the teacher protests of 2014. This recent history research was supported by reviewing newspapers of national, regional and provincial circulation, as well as digital and alternative media, social networks and interviews with teachers who had prominent roles in this protest called the “rebellion of the bases”. We have characterized the existence of an articulation between young teachers, very receptive to the student mobilizations of the years 2006 and 2011, and middle-aged teachers, who since the beginning of the new century had been incubating a discomfort towards union leadership, which we have identified as a “unionism of suspicion.” Both sectors shared the criticism of the subordination of union interests to political parties, generating a new subjectivity that confronted what until then had been presented as hegemonic.
This study aims to examine the strategies used by the Chilean-German Walter Knoche to establish himself as an expert in meteorology in the first half of the twentieth century. By applying the theories of Collins and Evans, it is argued that this process involved three dimensions of expertise: contributive expertise, which enriched the production of meteorological knowledge; referential expertise, which facilitated the transfer of knowledge to other fields; and interactive expertise, which enabled communication with other specialists. It is hypothesized that the combination of these three forms of expertise allows for a comprehensive understanding of Knoche, not only as a physicist and meteorologist but also as a pioneer in the study of bioclimate and anthropoclimate. Rather than separating these different aspects of expertise based on contemporary divisions between natural and social sciences, this paper seeks to analyze them by examining their interconnectedness in the context of the development of disciplines and emerging specialization in the early twentieth century.This study aims to examine the strategies used by the Chilean-German Walter Knoche to establish himself as an expert in meteorology in the first half of the twentieth century. By applying the theories of Collins and Evans, it is argued that this process involved three dimensions of expertise: contributive expertise, which enriched the production of meteorological knowledge; referential expertise, which facilitated the transfer of knowledge to other fields; and interactive expertise, which enabled communication with other specialists. It is hypothesized that the combination of these three forms of expertise allows for a comprehensive understanding of Knoche, not only as a physicist and meteorologist but also as a pioneer in the study of bioclimate and anthropoclimate. Rather than separating these different aspects of expertise based on contemporary divisions between natural and social sciences, this paper seeks to analyze them by examining their interconnectedness in the context of the development of disciplines and emerging specialization in the early twentieth century.
This article recounts and reconstructs, through different primary and secondary sources, the events and historical context surrounding the founding of the Federation of Students of the Catholic University of Chile (FEUC), one of the longest-established representative social organizations with uninterrupted activity in Chile. Thus, a trajectory is outlined that begins at the origins of the student organization at the Catholic University and results in the progressive consolidation of a common space for student participation, crossed by political debates, intellectual discussions and a purpose of contributing to the development of the University and the country as a whole. In summary, it is possible to identify tensions, critical junctures and key actors in the original construction of an organization that has proven to be consequential in the political development of Chile and the socialization of future leading elites.
