DOCUMENT RESUME ED 353 263 TM 018 858 AUTHOR Zorrilla A., Juan Fidel TITLE The Function of Qualitative Analysis: Perspective from a Escuela Normal in Mexico. PUB DATE [921 NOTE 19p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Curriculum Development; Data Analysis; Educational Change; Educational History; *Educational Research; *Ethnography; Field Studies; Foreign Countries; Government Role; Higher Education; Political Influences; *Qualitative Research; Research Universities; *School Role; *Teacher Education; Teaching Methods IDENTIFIERS *Escuela Normal Veracruzana Mexico; Mexico ABSTRACT The function of qualitative research in education is examined, taking into account the ,:urriculum development of one institution, the Escuela Normal Veracruzana, Jalapa (Mexico), which is one of the oldest teacher training colleges (dating from 1886) still functioning in Mexico. Although this academic institution never traditionally promoted the sort of research activities associated with the detailed analysis of data collected in fieldwork, educational ethnography and qualitative research are now having a considerable impact in this and other academic establishments concerned with education and pedagogy. Curriculum development is traced over the years as it responded to educational trends and political change. From about 1981, the school began to be conceptualized as a producer of pedagogical knowledge, rather than just a consumer. This has called for a new emphasis on educational ethnography and qualitative research. Both are expected to be prime sources of future pedagogical thought. Thirteen Mexican Spanish-language references are listed. (SLD) *********************************************************************** Reproductions supplied by EDRS are the best net can be made from the original docment- *********************************************************************** 1 The Function of Qualitative Analysis:Perspective from a Escuela Normal in Mexico "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL REUCES INFORMATION R S.-4/A) F (ERIC) CENSTEOR This document has been reproduced as received from the person or organization onWatingd 0 Minor changes have been made to improve reproduction Quality Juan Fidel Zorrilla A. TO THE EDUCATIONAL RESOURCES Points of view o' opinions stated in this docu- ment do not necessarily represent official INFORMATION CENTER (ERIC)." OERI position or policy CESU, Universidad Nacional AutOnoma de Mexico Abstract In this paper I will examine the present function of Qualitative Research taking into account the curriculum development of one institution: the Escuela Normal Veracruzana, in Jalapa, Veracruz, Mexico. As in this same Symposium Martha Corenstein will talk about the form Qualitative Research is taking in present day Mexico, I will speak primarily of function. Inspite of the fact that this academic institution never, until very recently, promoted the sort of research activities associated with the detailed analysis of data collected in fieldwork, Educational Ethnography and Qualitative Research are having a considerable impact both in this and in other academic establishments connected with Education and Pedagogics. This work deals with the factors underlying this phenomenon. It is hoped that the conclusions of this paper will serve as a working hypothesis for future research. 4 EU! COPY AVAILABLE 2 I The Escuela Normal Veracruzana The Escuela Normal Veracruzana at Jalapa, state capital of the Mexican State of Veracruz, is one of the oldest teacher training colleges still functioning in Mexico. It was founded in 1886 and it represents a prestigious tradition in its own field. In 1885 the State Government of Veracruz encouraged a German inmigrant teacher to use his very successful primary school (Escuela Modelo de Orizaba) as a training school where one headmaster from every municipality in the State could learn the most modern methods of teaching (Larroyo:318-320). The curriculum of such training included (Hermida:212) : Introduction the Pedagogical Sciences, Physiology, Pedagogical Psychology, Didactics, Theory of Discipline, Logic, French and English. Mornings were for observation of the methods used by the teachers at the Escuela Modelo. Afternoons were for classes, and the following day trainees were supposed to give the lesson observed the previous day, after that "As is usual in these cases, people went on to a classroom where a pedagogical critique of the class given took place",( quoted by Hermida:212). Six months later, the trainees were successfully examined, and then returned to their municipalities to divulge the new methods. A few months later the State Government issued a decree creating the Escuela Normal Veracruzana. Entrants were required to be at least 15 years old, to have good renowened morals, to have primary education, to have good health and to be vaccinated (Hermida:233-234). The curriculum of the Escuela Normal 6 3 Veracruzana comprised for the first year: Spanish, Penmanship, Mathematics (Arithmetic and Geometry), Pedagogical Anthropology (introduction to Pedagogical Sciences, Elementary Physiology, Elementary Domestic and School Hygiene, Elementary Pedagogical Psychology), French, Drawing, Singing and Gymnastics. The 2nd year subjects were: Spanish, Penmanship, Mathematics (Arithmetic, Algebra and Geometry), Pedagogics ( Didactics,Methodology and School Discipline), French, Natural Sciences ( Botanical Studies, Elementary Chemistry, Mineralogy and Geology with special emphasis on industrial and agricultural life), Geography, History, Drawing, Bookkeeping, Singing and Gymnastics. The 3rd year subjects were: Spanish, Mathematics, Pedagogics ( Methodology, School Legislation and General Pedagogics), English, Natural Sciences ( Physics and Zoology ), Geography, History, Civic Instruction, Drawing, Bookkeeping, Singing and Gymnastics. The 4th year subjects were: Principles of Grammar, Mathematics (Algebra, Geometry, Trigonometry ), Pedagogics, English, Natural Science (Chemistry), Geography, History, Singing, Gymnastics. The 5th year subjects were: Pedagogics, Logic, Morals, Elementary Political Economy, Natural Science (Physics). Finally, there was a small area of practical courses like the Hygiene ones, Bookkeeping and all the references,in Natural Sciences to industrial and agricultural life. It is worth noticing how the curriculum c"-.ressed four different areas of training. By far the most important area was formed by basic subjects - that teachers were to impart later at primary schools - like Spanish, Mathematics, Natural Sciences, English, French, Singing and Gymnastics. The second area of interest 4 included sujects related to ways and methods of teaching children, that is to say, all the pedagogical courses. There is a third interesting area formed by subjects of a more advanced nature like Morals, Logic, and Political Economy typical of the Comtean Positivist approach according to which one starts with Mathematics, on to Natural Sciences, and end up with Logic. (Zea:55) This same pattern is discerned in contemporary curricula of other professional studies such as Veterinarian Studies of 1886, which had for the last year of the career studies in Logic and Political Economy together with specifically veterinarian subjects (Mayer:91 -126). Curiously enough, this trait whereby the last year is dedicated to subjects which are not to be taught to children, and are part of the general education of the teacher is the first antecedent of a tendency that was going to acquire an overwhelming and increasing importance up to the present: a professionalization of teacher education which does not include the direct study of the subjects to be taught. The Revolution In 1915 the curriculum was changed in order to update it in accordance with the revolutionary winds blowing throughout the land. The 1st year subjects were (Galvan:450-2): National Language (Spanish), Arithmetic, Elementary Anatomy, Philosophy and Hygiene, Botanical Studies, Mexican Geography, French, Elementary Bookkeeping, Drawing and Manual Work, Penmanship, Typewriting, Physical Training, Music, and Agriculture. The 2nd year subjects were Spanish - called National Language for nationalistic reasons " lengua nacional"-, Arithmetic and 5 Algebra, Elementary Anatomy, Philosophy, Hygiene and Child Psychology, Mexican and Continental Geography, History of the Fatherland, Zoology, French, Greek and Latin Roots, Penmanship, Drawing and Manual Work, Typewriting, Physical Training, Music, Agriculture. The 3rd year subjects were National Language, Algebra, Geometry, Pedagogic Psychology, Methodology and Pedagogics, Physics, General Geography, General History, especially that of the Americas, Civic Education, English, Drawing and Manual Work, Physical Culture, Music. The 4th year subjects were National Language (Notions of Literature), Notions of Logic, Pedagogics and Methodology, School Hygiene, Geometry and Notions of Land Surveying, General History, notions of Social and Political Economy, Descriptive Cosmography, Chemistry, Mineralogy and Geology, English, notions of Morals, Physical Culture, Music. The coeducational curriculum, or of girls only colleges changed Music and Agriculture for Horticulture and Floriculture. The same applied for the 2nd year, and Greek Roots was eliminated. In third Year, National Language included Greek and Latin Roots, and instead of Drawing and Manual Work you had Home Economics, and Garment Making. In this curriculum, nationalism is stressed, as well as a more decisive emphasis on practical subjects: Agriculture, Typewriting, Manual work, Land Surveying; apart from the fact that training was reduced one year in order to prepare more teachers. In this epoch, never had so many teaching posts been created in the State of Veracruz.( Villegas: 364) However the basic pattern established by the positivistic pedagogues was 6 maintained, even though Pedagogics practically disappeared from the curriculum, and education focussed on knowledge of the subjects to be imparted in primary schools. Once the armed struggle phase of the Revolution had passed, in 1929, primary school teacher education was increased to six years. The first three years were actually secondary education, and the other three the professional cycle.The new curriculum lasted from 1929 until 1934 ( Galvan:456-8). It included as new subjects Pedagogical Anthropolgy, Pedagogic Psychology, Teaching Techniques, Small Industries, Agricultural Practices, Teaching Practice, Principles of Education, Adolescent Psychology, School Organization and Administration, Sociology, Philosophy, Social Problems of Mexico, and Contemporary Sociology. Socialist Education In 1934 a socialist curriculum was implanted in consonance with the introduction of a clause about the socialist nature of education into the Mexican Constitution. The 1935 curriculum (Galvan:459-462) comprised for the 1st year Physical Culture, Practice of Agriculture and Zootechnics, a Trade, Music and Chorus Drawing, Castilian, French or English, , Arithmetic, Physical Geography, Botanical Studies, Writing, Social Activities. The courses for the 2nd year were the same as in the previous year for the first seven subjects. Then, instead of Arithmetic, they had Algebra and Geometry, they also had Physics, Geography of Mexico and Veracruz, General History (Medieval and Ancient), Social Activities and Zoology. The 3rd year courses were Physical Culture, Practice of 7 Agriculture and Zootechnics, a Trade, Music and Chorus, Drawing, Castilian and Spanish American Literature, French or English, Geometry and Trigonometry, Chemistry, General Geography, General History (Modern and Contemporary ), Mexican History, Human Anatomy and Physiology, Civicism, Social Activities. The 4th year courses were Physical Culture, Practice of Agriculture and Zootechnics, a Trade, General Literature, Etymology, Cosmography, Social and Economic Geography, Pedagogical Anthropology, School Hygiene, Psychology, Teaching Techniques, history of the Working Class Movement, Social Activities, School Practice. The 5th year courses were Physical Culture, Practice of Agriculture and Zootechnics, Industrialization of Natural Products, Logic, Biology, Pedagogical Psychology, Principles of Education, Teaching Techniques, Economic Science, Agrarian and Labour Laws, Paedeutics, Child Exercise, Social Activities and School Practice. The 6th year courses were Physical Culture,Practice of Agriculture and Zootechnics, Industrialization of Natural Products, Psychology of Adolescence, School Administration and Organization, Principles of Education, Teaching Techniques, History of Education, History of Culture, Ethics and Aesthetics, Sociology, Marxist Philosophy, Social Economy and Social Problems of Mexico, Social Activities and School Practice. The end of Socialist Education In 1946 the Mexican Constitution was changed, and the reference to the socialist character of public education was abolished. In Veracruz the curriculum of the Escuela Normal 8 Veracruzana was again changed. This new curriculum (Galvfin:473-476) dropped from the first three years of secondary education Social Activities, and Practice of Agriculture and Zootechnics from the first year, and reintroduced Manual Work now named Manual Arts for boys, and Domestic Science for girls. Changes were much more noticeable at the professional level, that is to say the 4th, 5th and 6th years. The courses for the 4th year were Educational Sciences (Theory of Instruction), School Hygiene, Teaching Techniques,School Practice, General Psychology, Logic, Spanish, Greek and Latin Roots, State Geography, Manual Work, French, Games and Sports, Agricultural and Cattle Practice. The courses for the 5th year were Educational Sciences, Paedeutics and Paediatecnics, Teaching Techniques, School Practice, Biology, General Literature, Economics, Children's Exercises, French, Games and Sports, Agricultural and Cattle Practice, Industries. The courses of the 6th year were Educational Sciences, Teaching Techniques, School Practice, History of Education, Pedagogical Psychology, School Administration and Organization, Ethics, Sociology, Pedagogical Psychotechniques, Games and Sports, Agricultural and Cattle Practice, Industries. The emphasis was clearly placed on techniques, whereas all courses that smacked of Marxism were out. At the same time, other subjects had their names changed, while most of the curriculum remained the same. As from 1965 the curriculum ( Galv&n:495-499)only covers the years of professional training, which were increased to four 3 9 years after secondary education. 1st subjects were Economic, Social and Cultural Problems of Mexico, Logic, Spanish, State Geography, Cultural ano Social Anthropology, Ethics, Mexican History, and Mathematics. Activities: School observation, Workshop or Home Economics, Artistic Activities, Agricultural and Cattle Activities, Physical Education. 2nd year subjects were General Psychology, General Didactics, Biological Sciences, Psychology of Learning, History of Education, and Education for Health. Activities: Teaching Techniques, School Practice, Eaterials Workshop and Didactic Resources; Artistic Activities Applied to Primary School, Agricultural and Cattle Practice; Workshops; Physical Education. 3rd year subjects were Pupil's Knowledge and Pedagogical Psychotechniques, History of Education in Mexico and Veracruz, Educational Science, Educational Psychology, School Legislation, Organization and Administration, Sociology of Education. Activities: Teaching Techniques, School Practice, Materials Workshop and Didactic Resources, Artistic Activities Applied to Primary School, Agricultural and Cattle Practice; Workshops; Physical Education Applied to Primary School. 4th year subjects were Work Technique and Organization in Unitary Schools; Research Techniques and Community Betterment; Pedagogical Evaluation Techniques; and History of the Mexican Revolution and Educational Policy. Activities:Teaching Techniques, School Practice, Materials Workshop and Didactic Resources, Artistic Activities Applied to Primary School, Agricultural and Cattle Practice; Workshops; Physical Education Applied to Primary School. is