Resumo

STRECK, Danilo Romeu; ABBA, Maria Julieta  e  LODI, Leonardo Camargo. Hidden protagonism in education: Salomé Ureña Henríquez y Carvajal and Enriqueta Compte y Riqué. Rev. Diálogo Educ. [online]. 2019, vol.19, n.63, pp.1682-1706.  Epub 30-Jan-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.063.ao06.

This article aims to contribute to recompose the vast field of absences in the history of Latin American education, analyzing the contribution of two women educators whose role has been hidden and of whom little is known. The women presented in this paper, Salomé Ureña Henríquez y Carvajal (1850-1897) and Enriqueta Compte y Riqué (1866-1949), lived in different social and political contexts, although they were contemporary. Both acted in the education of women, as teachers and heads of institutions, and had active political participation in their countries. We use the metaphor of concealment in the sense attributed to it by Enrique Dussel (1993) in his book 1492: The concealment of the other where the discovering and colonizing "ego" is confirmed in front of its "other" and feels legitimated as superior to rule over, to violate it or simply not to acknowledge its existence. The research is integrated into the field of the history of education, and draws from (de)coloniality and feminist studies. For the treatment of documentary sources the techniques of document analysis and content analysis were used. As a result, it can be affirmed that the movement of these two Latin women in the nineteenth century contributed to the advancement of equality and the achievement of the rights to education, understood as a way to achieve female liberation. We also see how the promotion of educator's experiences contributes to the demystification of women's place beyond the private and home.

Palavras-chave : Concealment; Protagonism; Women; Education; Salomé Ureña Henríquez y Carvajal; Enriqueta Compte y Riqué.

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