The school punishments in the memory of teachers in training

Abstract

This article results a research of “School memory of people in teacher training institutions”, from which a thesis of Educational Psychology about teacher’s identity derived.  In this work, written narratives of students were analyzed, who were both teachers in service and students for a Bachelor of Education, Plan 94, at the Universidad Pedagógica Nacional, Unidad 241. Their grade thesis include “pedagogical novels”, autobiographical writings in which the school histories of each person can be known, from their training processes to their teaching practice. It is important to note that the theses have been forgotten and they are documents that are not widely consulted, so rescuing these writings helps to make the teaching stories visible. Based on a systematization and analysis of written narratives, this work aims to know the experiences about the school discipline that they lived in the classroom as students; what meant that their teachers shouted, scolded, put labels and/or nicknames on them, classified them, segregated them, and were hit with all kinds of objects, to the point of hurting them emotionally and physically. All kinds of violence are found in these narratives, which makes us reflect about the long duration of school discipline, up until the late 20th century, despite the fact that during different moments of history they were forewarned to be erradicated. Therefore, in this work we approach reflection to “the power devices” (Foucault, 2002) used in the practice of school discipline, and the way in which they have remained in the memory of teachers, likewise, to observe psychological and self-reflective processes of teachers when writing these stories.