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Este ensayo abordo las transformaciones del concepto “examen” en la escuela colombiana entre 1890-1940. Para hacerlo, se acudio a documentos historicos provenientes de los archivos de Bogota, Tunja, Medellin, Popayan, Cali y Palmira. Para la interpretacion de dichos documentos, se siguieron los planteamientos de la Historia Conceptual de Reinhart Koselleck y Josefina Granja Castro. Se presumieron dos umbrales en el periodo estudiado. En el primero (1890-1920), el examen se convirtio en una estrategia para la organizacion del sistema escolar graduado. En el segundo (1920-1940), el examen participo en la comprension de la escuela como un aparato de reforma social. Las transformaciones del concepto “examen” en la escuela colombiana entre 1890-1940 contribuyeron a que el Estado colombiano lograra un nivel de organizacion y de comprension del sistema educativo. Palabras clave: Escuela. Examen. Historia conceptual.Abstract This paper addresses the transformations of the concept of “exam” in the Colombian school between 1890 and 1940. For this, historical documents from Bogota, Tunja, Medellin, Popayan, Cali and Palmira were referenced. For the interpretation of these documents, Reinhart Koselleck and Josefina Granja Castro’s Conceptual History were followed. Two conceptual thresholds were analyzed. In the first one (1890-1920), the exam became a strategy for the organization of the school system in grades. In the second one (1920-1940), the examination participated in the understanding of the school as an apparatus of social reform. The transformations of the concept of “exam” in the Colombian school between 1890-1940 helped the Colombian State to achieve a level of organization of the educational system and its understanding. Keywords: School. Exam. Conceptual history.Resumo Transformations of the exam in the Colombian school (1890-1940): towards the classification and individualization of the school subject Este artigo aborda as transformacoes do conceito de “exame” na escola colombiana no periodo de 1890 a 1940. Para isso, recorreu-se a documentos historicos provenientes dos arquivos de Bogota, Tunja, Medellin, Popayan, Cali e Palmira. Para a interpretacao desses documentos, seguiu-se a Historia Conceitual de Reinhart Koselleck e Josefina Granja Castro. Dois limites foram estudados. No primeiro (1890-1920), o exame converteu-se em uma estrategia para a organizacao do sistema escolar seriado. No segundo (1920-1940), o exame participou na compreensao da escola como um aparato de reforma social. As transformacoes do conceito de “exame” na escola colombiana entre 1890-1940 contribuiram para que o Estado colombiano lograsse um nivel de organizacao e de compreensao do sistema educativo. Palabras clave: Escola. Exame. Historia conceitual.

Transformaciones del examen en la escuela colombiana (1890 -1940): hacia la clasificación e individualización del sujeto escolar