Abstract
This paper addresses the transformations of the concept of “exam” in the Colombian school between 1890 and 1940. For this, historical documents from Bogotá, Tunja, Medellín, Popayán, Cali and Palmira were referenced.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.
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