Revista Historia de la Educación Latinoamericana The Journal History of Latin American Education (Rhela) is a diamond open access publication, (no costs for authors), peer-reviewed with two monographic issues (January and July) in each of its volumes.Rhela accepts research articles resulting from theoretical and empirical methodologies, as well as reviews on the history of education with an emphasis on Latin America, written in Spanish, Portuguese and English. Rhela’s scientific target community: researchers, graduate students, professionals in history, heritage and cultural affairs, mainly.
Rhela also welcomes comparative or research works from other regions and continents dealing with history of education, in contexts with problems similar to those of Latin America.
- The Latin American and Caribbean university
- Latin American educators, their formation and leadership
- Education in rural, indigenous and Afro-descendant communities
- Normal schools
- Pedagogies, peace and resilient populations
- Education based on new technologies
- University and university movements
- History of comparative education
Since its creation in 1998, Rhela has been funded by the Faculty of Educational Sciences of the Universidad Pedagógica y Tecnológica de Colombia (Uptc) and the Society for the History of Latin American Education (SHELA).
- Reviews of books and journalspor Varios Varios el abril 15, 2024 a las 5:00 am
In this section you will find reviews of books and journals related to the history of education in Latin America.
- Reviews of eventspor Varios Varios el abril 15, 2024 a las 5:00 am
In this section you will find reviews of scientific events related to the history of Latin American education.
- Draft statutory law "whereby the fundamental right to education is regulated and other provisions are enactedpor Varios Varios el abril 15, 2024 a las 5:00 am
Draft statutory law "whereby the fundamental right to education is regulated and other provisions are enacted
- Educational quality in Boyacá. Unfuturo under construction. 2024 -2034por Diana Elvira Soto Arango el abril 15, 2024 a las 5:00 am
Within the government policy of Governor Carlos Amaya 2024-2027, it is established that "The development of a society has knowledge and education as its fundamental axis; (basic, high school, technical and university)", and with the 2030 agenda of the UN, taking "territorial sustainable development" as its axis, it is proposed within these guidelines to guarantee, for the 15 provinces of Boyacá, quality education in different territorial contexts, promoting integration and communication between the different educational levels. In addition, it seeks to strengthen the structures of innovation and creativity, commenting on the relevance, inclusion and educational coverage. It also promotes community-bioethical educational entrepreneurship, which includes the integration of sports and productive practices in the field of STEAM.
- VENDIMIA research center in the construction of collective knowledge. A historical look (2006-2014)por Diana Elvira Soto Arango el diciembre 15, 2023 a las 5:00 am
Objetive: This paper characterizes the historiographic contributions to bibliometric research in the history of education based on the study of the VENDIMIA research center. Originality/Contribution: we show how the dialogue between several Colombian research groups and Ibero-American groups has contributed to the construction of a collective knowledge influencing socio-educational transformation and contributing to Latin American integration from the academy. Method: This is a documentary and historiographic research. It is based on research networks and the method of the social history of education developed by the Society for the History of Latin American Education, SHELA. Strategies, Data Collection: The study period begins in 2006, creation and first group meeting, and covers until 2014 when the last event and meeting of the center takes place. Therefore, the sources consisted of: national and institutional regulations together with those of the Vendimia network, minutes documents, research projects, publications in books and bulletins, event reviews, research lines, pedagogical experiences and opinion interviews. Conclusions: This network experience with research groups consolidated a practice that had an impact on the academic program of the Doctorate in Educational Sciences of RUDECOLOMBIA, by promoting a central line of research that strengthened the theses and postdoctoral projects.