DOI: 10.26820/recimundo/8.(2).abril.2024.535-543
URL: https://recimundo.com/index.php/es/article/view/2368
EDITORIAL: Saberes del Conocimiento
REVISTA: RECIMUNDO
ISSN: 2588-073X
TIPO DE INVESTIGACIÓN: Artículo de revisión
CÓDIGO UNESCO: 58 Pedagogía
PAGINAS: 535-543
The impact of public education on the construction of national identity:
The legacy of Gabriel García Moreno
El impacto de la educación pública en la construcción de la identidad nacional:
El legado de Gabriel García Moreno
O impacto da educação pública na construção da identidade nacional: O legado de
Gabriel García Moreno
Sara Alexandra Tapia Chasi
1
; Ricardo Gustavo Quishpe Caranqui
2
; Geovanna del Pilar Fernández Ponce
3
;
Silvana Mariela Juca Salazar
4
RECIBIDO: 30/04/2024 ACEPTADO: 11/06/2024 PUBLICADO: 07/10/2024
1. Licenciada en Ciencias de la Educación Mención Plurilingüe; Docente de Inglés en la Unidad Educativa Municipal del
Milenio “Bicentenario”; Quito, Ecuador; saratapiainspeccion@gmail.com; https://orcid.org/0009-0005-1576-1405
2. Máster Universitario en la Formación y Perfeccionamiento del Profesorado en la Especialidad de Dificultades de
Aprendizaje, Licenciado en Ciencias de la Educación mención Psicología Educativa y Orientación; Psicólogo DECE
de la Unidad Educativa Municipal del Milenio “Bicentenario”; Quito, Ecuador; riskis7759@gmail.com; https://orcid.
org/0009-0006-1462-0261
3. Magíster en Gerencia de Proyectos Educativos y Sociales; Licenciada en Ciencias de la Educación, Mención Diseño y
Dibujo; Docente de Educación, Cultural y Artística (ECA) de la Unidad Educativa Municipal del Milenio “Bicentenario”;
Quito, Ecuador; geova_fernandez@yahoo.com; https://orcid.org/0009-0009-7219-9147
4. Licenciatura en Ciencias de la Educación Mención Plurilingüe; Docente de Inglés en la Unidad Educativa Municipal
del Milenio “Bicentenario”; Quito, Ecuador; marielajuka@gmail.com; https://orcid.org/0009-0006-8390-2545
CORRESPONDENCIA
Sara Alexandra Tapia Chasi
saratapiainspeccion@gmail.com
Quito, Ecuador
© RECIMUNDO; Editorial Saberes del Conocimiento, 2024
ABSTRACT
Politics in relation to education, like the other manifestations of the superstructure of society, is a manifestation of the power of social groups in
relation to the economic policies and relations of production in force in a given State, it arises in society at the time and place when the groups
that hold political power need to express and preserve their dominion over economic interests. in contrast to those members of society who
do not have power. Thus, in the Republic of Ecuador, progress in knowledge and technology was gradually transformed into the; Although it
was not a completely radical change, it did represent a turning point in education and science.The educational policies implemented during
the García Moreno administration focused on improving the quality of education provided by schools, in order to promote the development
of students from a religious perspective based on the Catholic Church. These policies were adapted to the educational needs of the country
and facilitated the development of a national identity in the cultural, scientific, technological, artistic and social aspects. The capacities of
schools should be oriented to form values was of great importance, these educational policies promoted the development of education in
Ecuador, especially benefiting women and indigenous people, who were always discriminated against. From this perspective, it can be noted
that García Moreno ensured an education that satisfied human needs by providing essential scientific knowledge for society. He directed the
formation of Ecuadorian citizens towards the socialization of norms, values and patterns associated with the Catholic Church, complemented
by a European influence through the hiring of religious personnel to implement these educational policies; During his government, there was
a clearly defined and specific educational policy.
Keywords: National Identity. Public Education, Development, Catholic Church, State.
RESUMEN
La política en relación con la educación, al igual que las demás manifestaciones de la superestructura de la sociedad, es una manifesta-
ción del poder de los grupos sociales frente a las políticas económicas y las relaciones de producción vigentes en un Estado determina-
do, surge en la sociedad en el momento y lugar en que los grupos que detentan el poder político necesitan expresar y preservar su do-
minio sobre los intereses económicos. En contraste con aquellos miembros de la sociedad que no tienen poder. Las políticas educativas
implementadas durante el gobierno de García Moreno se enfocaron en mejorar la calidad de la educación impartida por las escuelas, con
el fin de promover el desarrollo de los estudiantes desde una perspectiva religiosa basada en la Iglesia Católica. Estas políticas se ade-
cuaron a las necesidades educativas del país y facilitaron el desarrollo de una identidad nacional en los aspectos culturales, científicos,
tecnológicos, artísticos y sociales. Las capacidades de las escuelas debían estar orientadas a formar valores fue de gran importancia,
estas políticas educativas promovieron el desarrollo de la educación en Ecuador, beneficiando especialmente a las mujeres y a los indí-
genas, quienes siempre fueron discriminados. Desde esta perspectiva, se puede señalar que García Moreno veló por una educación que
satisficiera las necesidades humanas, proporcionando conocimientos científicos esenciales para la sociedad. Dirigió la formación de los
ciudadanos ecuatorianos hacia la socialización de normas, valores y patrones asociados a la iglesia católica, complementados con una
influencia europea a través de la contratación de personal religioso para implementar estas políticas educativas; Durante su gobierno
existió una política educativa claramente definida y específica.
Palabras clave: Identidad Nacional. Educación Pública, Desarrollo, Iglesia Católica, Estado.
RESUMO
A política em relação à educação, como as outras manifestações da superestrutura da sociedade, é uma manifestação do poder dos
grupos sociais em relação às políticas económicas e às relações de produção vigentes num determinado Estado, surge na sociedade
no momento e no lugar em que os grupos que detêm o poder político precisam de expressar e preservar o seu domínio sobre os inte-
resses económicos. em contraste com os membros da sociedade que não têm poder. Assim, na República do Equador, o progresso do
conhecimento e da tecnologia foi-se transformando gradualmente em; Embora não tenha sido uma mudança completamente radical, re-
presentou um ponto de viragem na educação e na ciência. As políticas educativas implementadas durante o governo de García Moreno
centraram-se na melhoria da qualidade da educação oferecida pelas escolas, a fim de promover o desenvolvimento dos alunos a partir
de uma perspetiva religiosa baseada na Igreja Católica. Estas políticas foram adaptadas às necessidades educativas do país e facilita-
ram o desenvolvimento de uma identidade nacional nos aspectos culturais, científicos, tecnológicos, artísticos e sociais. A capacidade
das escolas de se orientarem para a formação de valores foi de grande importância, tendo estas políticas educativas promovido o desen-
volvimento da educação no Equador, beneficiando especialmente as mulheres e os povos indígenas, que sempre foram discriminados.
Nesta perspetiva, pode referir-se que García Moreno assegurou uma educação que satisfazia as necessidades humanas, fornecendo
conhecimentos científicos essenciais para a sociedade. Orientou a formação dos cidadãos equatorianos para a socialização de normas,
valores e padrões associados à Igreja Católica, complementada por uma influência europeia através da contratação de pessoal religioso
para implementar estas políticas educativas; Durante o seu governo, houve uma política educativa claramente definida e específica.
Palavras-chave: Identidade Nacional. Educação Pública, Desenvolvimento, Igreja Católica, Estado.
537
RECIMUNDO VOL. 8 N°2 (2024)
Introduction
The purpose of this study is to analyze the
influence of public education on the develo-
pment of national identity during the govern-
ment of Gabriel García Moreno, among 1861
and 1875. This character is recognized as
one of the Ecuadorian presidents who
left a mark on history and changed the cour-
se of the country in the mid-nineteenth cen-
tury, thanks to a series of reforms aimed at
the public educational structure. During his
two administrations, García Moreno revita-
lized the State he inherited, demonstrating
a strong commitment to the advancement
of knowledge and strengthening the links
between the various regions of the country,
which over time contributed to the construc-
tion of a national identity.
This study is relevant because it allows us to
delve into the importance of the actions of
Gabriel García Moreno as President of the
Republic of Ecuador, focused on mainly in
public education. For its realization, sources
were consulted secondary libraries and re-
positories, with special emphasis on physi-
cal texts of national authors, who provided
a detailed analysis of García's life Moreno,
his presidential mandates and his impact
on Ecuadorian education. It was evaluated
the validity of the information was carefully
checked and compared with other sources
to ensure the objectivity of the analysis.
In addition to examining the impact it had
on Ecuadorian society, its reform to be the
factor that triggers the development of a na-
tional identity in its government.
Methodology
This study includes a theoretical-bibliogra-
phic design, which consists of guiding the
research in two aspects: first, connecting
existing data from various sources; and se-
condly, by offering an overview and structu-
red on a specific topic, collected from multi-
ple dispersed sources.
THE IMPACT OF PUBLIC EDUCATION ON THE CONSTRUCTION OF NATIONAL IDENTITY: THE LEGACY OF
GABRIEL GARCÍA MORENO
By employing this type of research, it will
be possible to deepen the knowledge of
the nineteenth-century educational system,
in addition to identifying critical factors and
their social impact with the changes brou-
ght about by the Liberal Revolution. The ma-
terial that is useful for the development of
the historical topic in question is selected,
discarding those resources that do not con-
tribute to the analysis. Subsequently, the in-
formation is compared and organized, and
finally, a detailed analysis of each source
that supports the historical research work is
carried out.
Through the historical-logical method applied
in this research, historical data from various
national and international historians were
used in order to analyze the evolution of the
educational system in Ecuador during the ni-
neteenth century. This experience facilitates
structured reasoning about the different cha-
llenges faced by education in that period.
Gabriel García Moreno
He was born on December 24, 1821 in the city
of Guayaquil, as a result of the union between
Gabriel García Gómez, a Spaniard of noble
origin and Mercedes Moreno, a lady belon-
ging to the Guayaquil aristocracy; This rela-
tionship was favored by the context of Ameri-
ca in the nineteenth century, where the ties of
nobility were not formally established, which
gave the family of Gabriel García Moreno a
favorable position within Ecuadorian society.
Gabriel García Moreno was the eighth and
last child of the family, he grew up in an
environment his father, Gabriel García Gó-
mez, was Spanish by birth, and his mother
had relatives educated in Spain. Both were
opposed to the independence of America,
which caused them to lose a large part of
their fortune and be practically ruined due
to his position against the independence
processes in Ecuador.
When García Moreno was around seven
years old, it was his mother who taught him
the first letters, since the family had lost the
538
RECIMUNDO VOL. 8 N°2 (2024)
necessary riches and comforts to hire priva-
te teachers; however, after the death of his
father, when Gabriel.
He was still a teenager, his mother was for-
ced to entrust his education to his father
Betancourt, a religious of the convent of La
Merced, who was impressed by the learning
skills of García Moreno, considered it neces-
sary to send him to the city of Quito, where
the only university in the nascent Ecuador
operated, so that it could continue their aca-
demic training, because in Guayaquil there
were no universities to continue their acade-
mic training pursue higher education.
In September 1836, Gabriel García Moreno
moved to the city of Quito to start their new
studies; After a year dedicated to the study
of Latin, on 1 December.
In September 1837 he entered the Convent
of San Fernando, where he studied Philo-
sophy, 4 Mathematics, History and Natural
Sciences. This place was secularized by the
president Vicente Rocafuerte, who renamed
it the "National College of the University".
During his time in this Convent he became
a Latin teacher, benefited from a scholarship
granted by Rocafuerte, which allowed him to
continue his secondary studies in Philosophy.
The young García Moreno was convinced
that his vocation was religious, so he in 1838
he received the tonsure and minor orders;
however, over time, his interest he leaned
more towards politics, so in 1840 he enro-
lled in the career of Law obtaining the title of
"Doctor" in 1844.
On June 25, 1845, García Moreno traveled to
Europe with the purpose of complementing
their university studies and delving into reli-
gious subjects; he spent three years in Paris
and, at the same time, returning to Ecuador,
he was appointed mayor of Quito, thus be-
ginning his life in politics Ecuadorian. Later,
in 1861, he ran for the presidency of the Re-
public of the Ecuador, winning two terms that
spanned from 1861 to 1865 and from 1869
to 1875. His life ended on August 6, 1875 in
Quito, in the government palace, through the
hands of those who opposed him.
The Garciano program, a reection of Ga-
briel García Moreno's thinking
Gabriel García Moreno belonged to a family
that declared itself a realist, but also he was
deeply conservative; This family had very de-
finite ideals about the religiosity and a great
intellectual inclination, values that shaped life
and conduct of García Moreno. With a con-
servative thought, he sought to restore order
and moral in Ecuador through repression
and a strict Catholic religious formation, du-
ring his terms as constitutional president of
Ecuador, he implemented reforms to guide
the country to prosperity with a steady hand.
After assuming the presidency in 1861, Ga-
briel García Moreno presented a program
for the organization of the Ecuadorian Sta-
te, whose objective was to unify a nation
fragmented and weakened by previous go-
vernments, using the Catholic religion, the
figure of God and knowledge as pillars. In
his project he promoted religiosity, techno-
logical and scientific progress, abandoning
the conservative liberal model in favor of a
completely conservative one.
García Moreno, because of his dream of
reforming the country, based his program
on his own convictions, as Carrión affirms:
"García Moreno had the program in himself.
In what he was and what he was due to, as
constants." (Carrión, 1984); This means that
he directed his actions solely according to
his personal interests and what he conside-
red correct to guarantee the well-being of
the nation and its inhabitants.
Galvez (1942) states, "He will try to re-esta-
blish the empire of morality, without which
the order it is nothing more than truce or
fatigue and outside of which freedom is
deception and chimera", during the gover-
nment program of Gabriel García Moreno,
later known and "Garcianismo," three key
TAPIA CHASI, S. A. ., QUISHPE CARANQUI, R. G. ., FERNÁNDEZ PONCE, G. DEL P. ., & JUCA SALAZAR, S. M.
539
RECIMUNDO VOL. 8 N°2 (2024)
aspects of his thought were reflected: his in-
terest in for politics, education and his deep
religious convictions. Continuing with Gal-
vez (1942) who states that "for this he will
use two means: the energetic repression of
the crime and the solidly religious education
of the new generations." In his two manda-
tes, García Moreno implemented legislative
reforms focused on these three Areas. An
example of this is in the years 1869 and
1871 the creation of new institutions and the
incorporation of foreign teachers, especially
religious teachers.
Presidential terms of Gabriel García Mo-
reno
Galvez (1942) states "It will protect Religion,
without whose influences it is not possible to
moral reform. It will promote industry, com-
merce and agriculture, hitherto backward
"due to lack of knowledge and communica-
tion routes". On April 2, 1861, García Moreno
assumes the Constitutional Presidency of the
Republic of Ecuador, with the purpose of ca-
rrying out a profound transformation in the na-
tion. The objective that is proposes to reform
the Ecuadorian Republic of the mid-ninete-
enth century, with the purpose of to train the
new generations through religion. This arises
as a response to the negative background as
a nation, since, after the independence of the
territories Ecuadorians, the country lost its le-
gislative organization. Despite the efforts of
the first presidents, failed to unify the popu-
lation, resulting in a constant Organizational
instability in the Ecuadorian nation.
During his first presidential term, which las-
ted from 1861 to 1865, García Moreno fo-
cused his attention on addressing mainly
military and educational institutions in the
country. For this reason, it implemented a
series of reforms aimed at correcting failu-
res in these sectors, with the aim of trans-
forming the image of the nation and establi-
shing A new direction.
One of Gabriel García Moreno's first priori-
ties as president of the Republic of Ecuador
was to reform public education, which had
received little attention in previous adminis-
trations. In 1861, the same year in which he
assumed the presidency, decreed the abo-
lition of freedom of study, a law established
during the mandate of José María Urbina.
García Moreno also recognized the need to
count with adequate institutions and trained
personnel to improve the quality of educa-
tion in the country. He founded secondary
educational institutions in the main cities
such as such as Guayaquil, Quito, Riobam-
ba and Cuenca and brought religious from
Europe to educate young people.
Gabriel García Moreno paid a lot of attention
to the system in his first term military Ecua-
dorian. Garcia herself Found discontent
with the organization and administration of
the army before his entry into power, as Gál-
vez states, "He wants to that the army has
no other mission than to defend the country
and the government, and does not tolerate
that the sword intends to govern" (Gálvez,
Vida de don Gabriel García Moreno, 1942).
Gabriel García Moreno was forced to adopt
some ideals and methods of administration
of the Spanish government. As a result, in
1862 a School was established Artillery. In
addition, García Moreno reorganized the
hierarchy in the military sphere and in the
National Guard, eliminating certain batta-
lions and replacing senior officers by new
leaders from the National Guard. In his se-
cond term, spanning from 1869 to 1875, Ga-
briel García Moreno adopted a more autho-
ritarian; During this last period, his control as
president intensified, whichled him to focus
on completing projects and works that he
could not finish during his First government.
According to Ayala Mora (2016), "The plan
was to achieve in a more or less short term
the eradication of illiteracy, through compul-
sory primary education." The President Gar-
cía Moreno focused his attention on public
instruction, and between 1869 and 1869.
1871 centralized the administration of the
country's educational establishments. Du-
ring During this period, he modernized and
THE IMPACT OF PUBLIC EDUCATION ON THE CONSTRUCTION OF NATIONAL IDENTITY: THE LEGACY OF
GABRIEL GARCÍA MORENO
540
RECIMUNDO VOL. 8 N°2 (2024)
established new curricula for students Ecua-
dorian. Continuing with Ayala Mora (2016)
who argues "To achieve that the indigenous
majority was integrated into the school sys-
tem, created a "Normal School" aimed at to
the training of indigenous teachers and nu-
merous rural schools."
Gabriel García Moreno's objective during
his two governments was to improve the
systems educational, military, religious and
public to promote the development of the
country. In his In the second administration,
García Moreno gave a more prominent role
to education, with the purpose of building
a newer, more unified nation. In addition, in
this period, allowed the participation not only
of the aristocratic elites, who were the only
ones who access to the education system,
but also from historically excluded groups,
such as the indigenous peoples, with the
aim of eradicating illiteracy in Ecuadorian
territory, a situation that could not be fulfilled
due to the feudal conditions of the time.
Public education in the government of
Gabriel García Moreno
For Donoso (1923), "During the epic years
of 1809 to 1822, only the public education
institutions very few select spirits, which
broadened the horizons of his intelligen-
ce with deep personal studies." (Donoso,
García Moreno and the Public Instruction,
1923). Public education in the early years
of the Republic of Ecuador during the ear-
ly years of the nineteenth century was se-
riously affected by the aftermath of the wars
of independence, which generated a great
recession in the educational and cultural
progress of the country. In addition, the
South American nations showed a notable
backwardness compared to the scientific
progress of the time. In other words, trai-
ning in various areas of knowledge was not
a priority, resulting in that only a very select
group of individuals, belonging mainly to
the aristocracy, had access to the educa-
tional system.
Continuing with Donoso (1923), who states
that:
The hasty approach to the new institu-
tions, made by men who lacked political
experience, in the midst of the turbulent
sea of unleashed ambitions and appe-
tites, must have absorbed almost all
the energies that, in other times, would
have been devoted to popular educa-
tion, the foundation of the new regime.
Ecuador entered a stage of reconstruction,
initiating a new administrative process with
the coming to power of General Juan José
Flores in 1830, during which the education
public did not occupy a priority place. Main-
taining a model focused on public education
was unsustainable because Ecuador lacked
people trained to lead the country. In addi-
tion, the first presidents did not dedicate the
necessary effort to their lack of experience in
this field. The first stages of the nation were
not the most conducive to educational deve-
lopment, given the difficulties faced by the
country in the years that followed.
Upon assuming the presidency of the Repu-
blic of Ecuador, Gabriel García Moreno imple-
mented a drastic change in the current edu-
cational system, proposing a series of reforms
with the aim of promoting the development of
a new education in the country. In his first ad-
ministration, between 1861 and 1865, Moreno
as a first step abolishes the law of freedom of
studies, with the purpose that Ecuadorian citi-
zens receive an education compulsory.
However, after eliminating the law, it takes
into consideration that if people They have
to study, they need teachers who educate
them in the best way. As the Gálvez (1942)
maintains, "García Moreno calls the Brothers
of the Christian Doctrine, or of Lassalle, for
the primary education of boys;", so that it is
seen in the need to call foreign religious ins-
titutes to engage in teaching.
Continuing with Gálvez (1942), "to the Sis-
ters of the Sacred Hearts, for the girls' edu-
cation; and the Jesuits, to entrust them with
TAPIA CHASI, S. A. ., QUISHPE CARANQUI, R. G. ., FERNÁNDEZ PONCE, G. DEL P. ., & JUCA SALAZAR, S. M.
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secondary education and university.". The
hiring of religious personnel was beneficial
for Garcia, as facilitated the achievement
of two of its main goals: to provide the peo-
ple with an education and at the same time,
transmit Catholic doctrine and principles to
the children of the national territory.
Despite his intense effort in the field of edu-
cation, his second presidential term, which
spanned from 1869 to 1875, was the one
that achieved the best results in public edu-
cation. During this period, Gabriel García
Moreno centralized control and adminis-
tration of the country's educational centers
through laws of 1869 and 1871. In addition
revamped curricula to raise educational re-
quirements and standards for students.
However, the sudden increase in Ecuador's
student population presented challenges
for Gabriel García Moreno. The increase
from 13,459 students in 1867 to approxi-
mately 32,000 in 1875 led to an increased
demand for education, which required the
hiring of teachers with better skills to meet
the new needs. Therefore, García Moreno
saw the need to hire more staff European
to instruct Ecuadorian students; A group of
religious women French women took on the
role of teachers in the girls' school, while the
priests Jesuits in Spain were in charge of
teaching in secondary schools and the Ger-
mans at the Polytechnic School.
During his period of reforms, García esta-
blished educational institutions to promo-
te literacy. First, he founded the National
Polytechnic School and also promoted the
construction of the first astronomical obser-
vatory in Ecuador. In addition, in the city of
Quito, created the School of Arts and Crafts,
known as the Protectorate, and founded a
school of painting and sculpture, as well as
the Conservatory of Music, promoting this
forms the development of art and culture in
the capital of the Republic.
The development of national identity in
the presidency of Gabriel García Moreno
During his period of reforms, García esta-
blished educational institutions to promo-
te literacy. First, he founded the National
Polytechnic School and also promoted the
construction of the first astronomical obser-
vatory in Ecuador. In addition, in the city of
Quito, he created the School of Arts and
Crafts, known as the Protectorate, and foun-
ded a school of painting and sculpture, as
well as the Conservatory of Music, promo-
ting this forms the development of art and
culture in the capital of the Republic.
Scientic evolution in Ecuador
Ayala Mora (1999), states that "The Garcia
program, which had its maximum expres-
sion in the Constitution of 1869... On the one
hand, it promoted modernization and con-
solidation state, stimulated production and
trade, developed science and education."
During his term in office, President García
Moreno always stressed his objective of
promoting scientific knowledge, reflecting
its ideals in educational plans for Ecuador.
With the Garcia program, the creation of
new institutions was encouraged educatio-
nal and the growth of science in the country.
The new educational models imported from
Europe contributed significantly to scientific
progress in the Ecuador.
Continuing with Como Ayala Mora (2016)
who asserts "Groups of engineers, Quali-
fied geologists, geographers and craftsmen
were brought to the country to promote the
plans of modernization." The incorporation
of European teachers in Ecuador was fun-
damental for the scientific progress of the
country; the knowledge that these religious,
educators and professionals introduced
from abroad played an essential role in im-
proving and Specialising educational levels.
According to Lezama (2001) García More-
no, "It stimulated the development of edu-
cation for the work, with the construction of
THE IMPACT OF PUBLIC EDUCATION ON THE CONSTRUCTION OF NATIONAL IDENTITY: THE LEGACY OF
GABRIEL GARCÍA MORENO
542
RECIMUNDO VOL. 8 N°2 (2024)
schools of arts and crafts for young people
of limited resources.". These transforma-
tions reflect the internal politics of the Gar-
cía government Moreno, characterized by
measures that promoted the social progress
of the country. In In general terms, he imple-
mented a political project aimed at welfare,
seeking to moralize the Ecuadorian popula-
tion with the support of the Catholic Church.
Gabriel García Moreno and the develop-
ment of national identity
After his death on August 6, 1875, Gabriel
García Moreno left a legacy in the Ecuado-
rian society of the nineteenth century, which
over time contributed to the formation of a
national identity. During his two terms, Gar-
cía Moreno focused on improving the social
conditions in Ecuador. Aware that the coun-
try was divided, he implemented Garciano's
program, focused on public education, with
the aim of raising the educational and scien-
tific levels of the country, relying on religion.
Among the scientific and technical contribu-
tions that García Moreno promoted during
his Administrations in Ecuador herself hi-
ghlighted the construction of works Based
in knowledge brought from Europe. In this
way, through his program, he left a legacy in
which he used education and knowledge as
key tools to implement improvements and
carry out their plans in the country.
On the development of national identity in the
Garcia period, Ayala (2016) states, "Another of
the main lines of the Garcia program was the
construction of works of infrastructure. With
the support of foreign technicians, the use
of large sums of public money and salaried
but compulsory peasant labor, the first road
plan." To carry out his government program,
Gabriel García Moreno it sought to promote
both internal and external sources of trade.
Although it was aware of the conflicts be-
tween the coastal and highland regions due
to regionalism of the time, believed that the
joint application of knowledge and technifica-
tion would facilitate the creation of communi-
cation networks between the two regions.
This would not only improve the country's
economic system, but would indirectly im-
prove the country's economic system.
Would promote regional integration, con-
tributing over time to the formation of a na-
tional identity for Ecuadorians; as stated by
Ayala (2016), "The acceleration of domestic
and foreign trade required an improvement
in the channels of communication to the
coast and between inter-Andean markets."
Conclusions
It is highlighted that public education was a
priority for President Gabriel García Moreno,
who dedicated his time and effort to repai-
ring and improving the educational system
Ecuadorian of the nineteenth century.
It is noteworthy that Gabriel García Moreno
managed to translate his thought into his
project educational, which proved benefi-
cial in addressing in part the needs of the
young woman Republic of Ecuador in the
nineteenth century, such as education and
the creation of a national. Despite the fact
that their drastic measures and their strict
imposition nun conservative, his actions
brought about long-term positive change for
society Ecuadorian during his two presiden-
tial terms.
It is argued that public education had a po-
sitive impact, being a key factor in the deve-
lopment of national identity during the admi-
nistrations of García Moreno.
Although the creation of a national identity
was not an explicit goal in the plans de Gar-
cía, his actions in the country contributed
to the unity of Ecuadorian society. Thus, it
is stated that the president's measures, fo-
cused on national education, facilitated the
unification of Ecuadorian territory.
Although he faced a disintegrated country
with a stagnation in education and cultu-
re, Gabriel Garcia Tanned by means of his
effort y legacy, Managed diminish regiona-
lism and the divisions between the Coast
and the Sierra. In this way.
TAPIA CHASI, S. A. ., QUISHPE CARANQUI, R. G. ., FERNÁNDEZ PONCE, G. DEL P. ., & JUCA SALAZAR, S. M.
543
RECIMUNDO VOL. 8 N°2 (2024)
In this way, it strengthened relations be-
tween people from different regions through
the education, knowledge, science and reli-
gion. These educational elements were fun-
damental so that, gradually in the Republic
of Ecuador, a national identity.
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CITAR ESTE ARTICULO:
Tapia Chasi, S. A. ., Quishpe Caranqui, R. G. ., Fernández Ponce, G. del P. ., &
Juca Salazar, S. M. . (2023). The impact of public education on the construc-
tion of national identity: The legacy of Gabriel García Moreno. RECIMUNDO,
8(2), 535–543. https://doi.org/10.26820/recimundo/8.(2).abril.2024.535-543
THE IMPACT OF PUBLIC EDUCATION ON THE CONSTRUCTION OF NATIONAL IDENTITY: THE LEGACY OF
GABRIEL GARCÍA MORENO
