Theoretical Approach to the Social Phenomenon of Home Education in Colombia
DOI:
https://doi.org/10.5294/edu.2023.26.1.4Keywords:
Family education, informal education, homeschooling, educational theory, pedagogical researchAbstract
Educating children at home is not a new educational practice. However, from the 1960s to the present day, it has become increasingly common worldwide, making it an educational movement with a significant social impact. Thus, this article introduces a theoretical approach to homeschooling in Colombia based on its epistemic understanding as a ‘social-educational phenomenon.’ To achieve this objective, three phases of theoretical reflection will be presented that include national and international bibliographic sources and that essentially seek to argue: (1) that there are at least three theoretical approaches to home education or homeschooling from the 1960s to the present day; namely Deschooling, Homeschooling 1.0, and Homeschooling 2.0, (2) that it is possible to characterize the category “homeschooling” epistemically as a social-educational phenomenon, and (3) that there are at least five significant kinds of homeschooling educational experiences in Colombia. The study concludes that given the scarcity of research studies around the mentioned social-educational phenomenon, there is still a need for a rigorous, systematic, and academic approach to the subject in the national territory.
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