History of education in Latin America in network: societies, magazines, and congresses

Abstract

The academic communities of education historians in Latin America have expanded and become more institutionalized in recent decades. Our objective in this research was to map the national societies dedicated to the study of the history of education and their mechanisms for disseminating knowledge in Latin America. Contributing to the construction of this study are Bourdieu's (2004) understanding of the scientific field and the (de)colonial perspectives of Ossenbach & Mar del Pozo (2011), and the transnational perspective of the history of education (Roldán Vera &Fuchs, 2019). To map the societies, we consulted the historiography of Latin American education, particularly the works of Soto-Arango (2008), Saviani et al (2011), Soto-Arango, Mora-García & Lima-Jardilino (2017), as well as Caruso and Toro-Blanco (2023). When engaging with Digital History, we mainly used digitally born sources (Eiroa, 2017) and sought information on websites and/or social media pages of societies, such as Facebook, Instagram, and YouTube. Based on our research, we identified nine societies created since the 1990s: Argentina, Brazil, Chile, Colombia, Mexico, Uruguay, Paraguay, Peru, and Venezuela. We emphasize that the field of History of Education in Latin America is shaped by the constitution of a network of researchers connected through universities and scientific entities, which hold scientific conferences and publish specialized research journals as strategies for disseminating the theories and methodologies discussed.