Metamorphosis of Punishment in the Colombian School According to Four Pedagogical Models

Abstract

Objective: to demonstrate the interference that punishment has had in pedagogical models applied in Colombia such as the Lancastrian, Catholic, New School and Educational Management. The theoretical perspectives of Emil urkheim, Michel Foucault and David Garland, elaborated by the latter in Punishment and Modern Society, were taking into account to show that some of these practices are still current, albeit with modifications in current schooling.

Methodology: a qualitative method was developed in two instances. The first one leans towards a conceptual revision with respect to the category "punishment" and invokes sociologist David Garland, as main source. And the second instance, is oriented towards the tracking and reflection of what has been the evolution and transformation of punitive practices in the school, pointing to four traditional models of great importance in Colombia: Lancastrian, Catholic, New School and Educational Management, interpreting them in light of the revised theories.

Results: punishment is an exercise that has accompanied humanity and, as such, evolves according to time period and culture; it is established according to moral, economic, social or cultural codes with a strong power influence. It was also evidenced in this study that punishment as a school practice is still current; in each time period it is realigned to the prevailing political, social and cultural circumstances.

Conclusions: the body is no longer the center of attention in punishment; its practice has been transformed and now the infliction is felt in the most current pedagogical models, in the establishment of an education that has its roots in concepts of administration and efficiency, and relegates the subject to last place, in order to transition to the management model, whereby a person learns to be self-sufficient in order survive in a world with few possibilities of work and growth.