Perspectives on Punishment and Reinforcement in the Colombian Educational Context during the 20th and 21st Centuries

Abstract

This article investigates a historical journey to determine how different pedagogical models conceive reinforcement and punishment, based on the most representative of the twentieth century such as the lancasterian Catholic, New School and in the 21st century the competency model. In defining punishment, different theoretical perspectives are established that delimit the concept to the use of punitive and sanctioning resources to shape behavior. As for reinforcement, the behavioral approaches of Skinner, Thorndike and the educational perspective of Oliva are identified as references, which stipulate reinforcement as the implementation of positive stimulus for the repetition of appropriate behaviors. The analysis exposes an evolution of punishment through the centuries, going from being a pedagogical tool with a punitive purpose, to a sanction strategy that seeks an equitable, dialogical and reflective restoration in the student. The reinforcement has maintained a constant concept in Colombian education, with some encouraging practices being a valid strategy in current education. It is argued that punishment is an inherent tool in education, since educational institutions seek to control and modify the behavior of students according to the needs of time. It is concluded that every educational space needs sanctioning and enlivening regulations, since these practices are derived from social interactions and are naturalized by all communities, The orientation and construction of a defined personality can be better developed.