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El Sistema Educativo Haitiano Entre 1859 Y 1915: De Fabre Geffrard a La Ocupación Americana 3

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El Sistema Educativo Haitiano Entre 1859 Y 1915: De Fabre Geffrard a La Ocupación Americana 3 RAE 1. TIPO DE DOCUMENTO: Tesis de investigación presentada como requisito parcial para optar al título de Magíster en Ciencias de la Educación 2. TÍTULO: El sistema educativo haitiano entre 1859 y 1915: de Fabre Geffrard a la ocupación americana 3. AUTOR: Louis-Jean Pierre Loriston 4. LUGAR: Bogotá, D.C 5. FECHA: Mayo 2014 6. PALABRAS CLAVE: diglosia, affranchis, reforma educativa, creole, dominación, historia desde abajo. 7.DESCRIPCIÓN DEL TRABAJO: El presente trabajo se enmarca dentro de la línea de investigación de la Maestría en Ciencias de la Educación “Antropología pedagógica y desarrollo humano” y desde su área de conocimiento “Humanismo, tecnologías y desarrollo sociocultural”, teniendo en cuenta que la historia de una nación determina las acciones que se desarrollan en el presente, se plantea como problema de investigación el siguiente: ¿Cuál fue el desarrollo histórico del sistema educativo haitiano entre 1859 y 1915? Este problema se desarrolla mediante los siguientes interrogantes: ¿cuáles fueron los aspectos que influyeron en el desarrollo educativo en dicha época? ¿Qué recomendaciones en materia educativa arroja la investigación realizada? ¿Cuáles son las perspectivas del pueblo haitiano frente a su sistema educativo? 8. LÍNEAS DE INVESTIGACIÓN: Antropología pedagógica y desarrollo humano 9. METODOLOGÍA: Se utiliza entonces la metodología cualitativa de la investigación histórica desde abajo; que permite utilizar la fuente documental y la fuente empírica como las entrevistas a fin interpretar los hechos. 10. CONCLUSIONES: El sustento para esta conclusión surge al revisar la experiencia de Singapur. País que después de su independencia en 1959, adopta un sistema educativo basado en la internacionalización y el pluralismo lingüístico. Hasta ese momento, Singapur tenía cinco idiomas, los cuales eran el inglés, el mandarín, el chino, el malayo y el tamil. Para poder lograr los objetivos de internacionalización y salir de la pobreza, decidieron adoptar el inglés, consiguiendo una mayor movilidad socio- económica, porque el inglés se asocia con el progreso, la ciencia y la tecnología, tras tomar esa decisión, hoy en día, Singapur es uno de los 20 países más desarrollados del mundo. El desarrollo de Singapur se dio porque la comunicación es un instrumento de desarrollo, de influencia y de liderazgo. Entonces ¿cómo puede influir Haití en las grandes decisiones regionales sin tener una lengua común con sus vecinos? Y aunque parezca que la lengua no es motivo de preocupación regional, si se tiene en cuenta la realidad de Brasil, que como país habla portugués en una región hispanohablante, tal comparación no puede ser sostenible, pues Brasil es un país desarrollado y no tiene las mismas características sociolingüísticas o económicas de Haití, que por oposición a Brasil, en este caso, es un país del tercer mundo y Brasil es una potencia en Latinoamérica que no puede ser pasada por alto ni en la región ni en el mundo. II Título de la tesis o trabajo de investigación El sistema educativo haitiano entre 1859 y 1915: de Fabre Geffrard a la ocupación americana Louis-Jean Pierre Loriston UNIVERSIDAD DE SAN BUENAVENTURA FACULTAD DE EDUCACIÓN MAESTRÍA EN CIENCIAS DE LA EDUCACIÓN BOGOTÁ, COLOMBIA 2014 El sistema educativo haitiano entre 1859 y 1915: de Fabre Geffrard a la ocupación americana Autor: Louis-Jean Pierre Loriston Tesis de investigación presentada como requisito parcial para optar al título de: Magíster en Ciencias de la Educación Director: M.Sc. William Rojas Cordero UNIVERSIDAD DE SAN BUENAVENTURA FACULTAD DE EDUCACIÓN MAESTRÍA EN CIENCIAS DE LA EDUCACIÓN BOGOTÁ, COLOMBIA 2014 2 Contenido Pág. Agradecimientos ................................................................................................................................. 4 Abstract ............................................................................................................................................... 6 1 Introducción ................................................................................................................................ 7 1.1 Planteamiento del problema ................................................................................. 9 1.2 Justificación ...................................................................................................... 12 1.3 Objetivos ........................................................................................................... 13 1.3.1 Objetivo general ........................................................................................................ 13 1.3.2 Objetivos específicos ................................................................................................. 13 1.4 Metodología ...................................................................................................... 14 1.4.1 Proceso metodológico ............................................................................................... 15 1.4.2 Técnicas de recolección de información: fuente documental .................................... 16 1.5 Antecedentes específicos y referentes conceptuales .............................................. 19 1.5.1 Estudios históricos ..................................................................................................... 19 1.5.2 Los estudios políticos ................................................................................................ 20 1.5.3 Marco teórico ............................................................................................................ 20 2 Aspectos que influyeron en el sistema educativo haitiano entre 1859 y 1915 .......................... 20 2.1 Contexto histórico ............................................................................................. 20 2.2 La legislación educativa ..................................................................................... 28 3 Perspectiva de la gente del común sobre el sistema educativo haitiano .................................... 32 3.1 Historia tradicional vs. Historia oral .................................................................. 33 3.2 Del concepto de civilité al proceso civilizatorio .................................................... 36 4 Aspectos que influyen en la configuración del sistema educativo haitiano .............................. 38 4.1 El creole y la educación en Haití ......................................................................... 38 4.2. Las creencias haitianas en la educación ................................................................... 42 4.3. Las reformas y las políticas educativas .................................................................... 44 4.4. Las prácticas sociopolíticas ..................................................................................... 46 4.5. El idioma como una barrera para el desarrollo educativo ........................................ 47 5 Conclusiones generales ............................................................................................................. 49 6 Bibliografía ............................................................................................................................... 52 7 ANEXOS .......................................................................................................................................... 55 Entrevista 01 con experto en el tema ............................................................................. 55 El sistema educativo haitiano entre 1859 y 1915: de Fabre Geffrard a la ocupación americana 3 Entrevista 02 con experto en el tema ............................................................................. 60 Entrevista 03 con experto en el tema ............................................................................. 62 Entrevista 04, con la gente del común ............................................................................ 64 Entrevista 05 con la gente del común............................................................................. 65 Entrevista 06 con la gente del común............................................................................. 67 Entrevista 07 con la gente del común............................................................................. 69 Entrevista 08 con la gente del común............................................................................. 71 Entrevista 09 con la gente del común............................................................................. 72 4 Agradecimientos Agradecimientos Me gustaría que estas líneas sirvieran para expresar mi más profundo y sincero agradecimiento a todas aquellas personas que con su ayuda han colaborado en la realización del presente trabajo, en especial al profesor William Rojas, director de esta investigación, por la orientación, el seguimiento y la supervisión continua de la misma, pero sobre todo por la motivación y el apoyo recibido durante los últimos dos años. Especial reconocimiento merece el interés mostrado por mi trabajo y las sugerencias recibidas de mi amiga y profesora Aída Bejarano, y de Liliana Ortiz, correctora de estilo y asesora en el manejo del español. También me gustaría agradecer a la docente investigadora Ana Virginia Triviño Roncancio por su dedicación en ayudarme hasta los domingos y festivos. Un agradecimiento muy especial merece la comprensión, paciencia y el ánimo recibidos de mi familia. A todos ellos, muchas gracias. El sistema educativo haitiano entre 1859 y 1915: de Fabre Geffrard a la ocupación americana 5 Resumen El presente
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