The Language in Teacher Education Programs through the Historical Archive

Abstract

This research explores how language has been configured as both an object of teaching and a means of professional formation in the study programs of Teacher Training Colleges (Escuelas Normales), through a historical analysis of the archives of the Escuela Normal Rural Ricardo Flores Magón (ENRRFM). Guided by the research question: How has language been configured as an object of teaching and a means of formation in the study programs of Teacher Training Colleges, based on the historical analysis of the documents from the ENRRFM Archive?, the study adopts a qualitative and interpretive methodological approach. Grounded Theory was used as the central method, incorporating documentary analysis and semi-structured interviews, with open, axial, and selective coding. The findings reveal a shift in the conception of language from a normative and prescriptive approach toward a more critical, communicative, and sociocultural perspective. Emerging categories portray language as a tool for literacy, identity formation, and critical thinking, as well as a social practice closely tied to community contexts. The study concludes that the treatment of language in teacher training programs has not been neutral but rather reflects ideological tensions between homogenization and inclusion. Language has thus become a transversal axis in teacher education, integrating knowledge, ethics, and social commitment. This historical perspective allows for an understanding of language teaching in initial teacher education as both a political and pedagogical tool for educational transformation, particularly in contexts shaped by linguistic and cultural diversity