The teacher of the liberator, appears in the ranks of Venezuelan doctors who are not satisfied with having achieved decorous and even brilliantly, but was one of the first Venezuelans with his great libertarian thought took an important step in the commitment of freedom, She is known for her participation in the Conspiracy of Gual and Spain, discovered in July 1797, which made her flee.
His thought in this way generated the unstoppable impulse of the vocation that dominates and anticipates his time and makes it singularly fruitful.
Born in Venezuela in the middle of the eighteenth century, Simón Rodríguez was fueling the longing for a free America. He was a remarkable Caracas teacher, for his perseverance, social sensitivity and great pedagogy. This was understood in the Caraqueña society. In May of 1791 the Cabildo of Caracas admits him to exercise the position of teacher in the school of first letters for children, where he meets the liberator in order to start his education.
It is interesting to think about the first pedagogical dialogues that took place between teacher and student. Well, it is well known the great passion that Simon Rodriguez felt in the thinkers of the Enlightenment, taking his thinking to practice later, which is why he was expelled from Venezuela never to return. How much this beautiful libertarian thought would not transmit to Simon Bolivar, in his time of formation, after taking the total education of the future Liberator. Although this was a very brief episode of his life, it is the most told, because it is important the project and the ties that would unite these two great Venezuelans. In that moment and in the future.
To be a teacher in the time of Simón Rodríguez, he only had to know how to read, write and count, especially having morality, all this demonstrated before the town council. The crown, wanted to include the pedagogy of children in the territory of the Indies, is in this area where Simón Rodríguez appears in the first school of the city of Caracas and where he would know what would be the future liberator of the country.
For the year 1794 he creates a memorable work trying to achieve a reform that is entitled "Reflections on the defects that vitiate the schools of first letters in Caracas ..." is where he says: the school's goals are the most praiseworthy, the most interesting , to have the courage of the children to make them capable of all the companies ... "
He claims in his report several reflections, one of them to improve the educational conditions, better teachers, to include different races for the instruction of teaching. This assaulted the Aristocracy, what happened in the school was new for the time, because it started from an idea of equality. To prove it in the acts, her school was cataloged as lunapar and even as a brothel. After the episode of the conspiracy of Gual and Spain, he flees from the country and adopts the name of Samuel Robinsón.
The context of Simón Rodríguez is purely pedagogical where his life develops, he sees that everything is a caste society, an unequal society and above all in a society of wars for independence. Then where money is spent on wars, he proposes to create schools and his arguments were that there was no mistaking independence with freedom, because independence was achieved with weapons and freedoms through writing.
He says punctually that the republic as it was being formed with the new had a name and that name was called popular education. His affirmation of equality, since the different educating projects that were being created aimed to achieve equality, leading a consistent practice, leaving equality as an objective. It is where the idea of citizenship for his teacher was born. This idea of citizenship Rodríguez is not an idea of citizenship associated with private property, but a citizenship because it belongs to a Republic that is to say; everyone should go to school for their instruction, not to go to school is for Rodriguez synonyms of inhumanity.
The challenge of Simón Rodríguez is to think about these nascent republics inventing and erring from his own words, because he knew the historical responsibility that he was living in the moment. For they had been four centuries of vassalage and domination, Simon Rodriguez was one of the brains that formed the nascent democratic republics.
In 1804 Rodriguez is reunited with Bolivar, being a widower and the liberator the teacher and disciple embark on a walk where he reminds the old lessons of freedom, the equalities before leaving Rodríguez gives Bolívar Emilio de Rosseau, then, this gesture is interesting to think about the pedagogical link, which is also above all things a symbol of friendship between the two. Before leaving, Bolívar swears to free America from the Spanish empire.
Simón Rodríguez considers that the races are not stupid of them, but because of the fact that society corrupts them. When he travels to Peru Bolívar summons him, it is there where the famous letter "From Bolivar to his teacher" of that meeting arises the question that cargo wants to occupy Simón Rodríguez where one of the maxims expressed expresses:
"I wanted to be what I wanted, but I decided to be a teacher and build schools."
The world of work of the teacher is to create productive autonomy, creating small ownership of plots, that was achieved through education. He rejected the idea of European immigrants coming with their ideas to fall back into the vassalage already finished by future new masters. Create American integration knowing and being a visionary of his time, because he already knew that 4 centuries had created new peoples, new people and now with independence new citizens. Thinking of public schools for all and for the humble people creating in their mind an ambitious project. Creating the American soul in that popular education that he loved so much.
He was a precursor of Latin American pedagogies and a relational thinker in the sense that he can link education with the world of work. One of his political projects was to create factories within schools, forming and studying languages and respect for them. In Bolivia resigns his project for his disagreements with Sucre, after the death of Bolivar writes the defense of the liberator because he survives the disciple in this work writes a biographical work and trying to defend the adjectives that would be accused and treated the liberator. A man ahead of his time.
Simon Rodriguez in all his works is concerned about the birth of citizens growing in the new Republics, education was essential for him. His work of construction and constant movement led him to live a life in total humility and without a sense of material belonging. His pedagogical legacy is important for future generations. In his written works his life is a mirror. Articulating education and work is important for him, he thought in terms of bilingualism, because he thought about the integration of equalities, liberties and autonomies. Above all, praise the dignities of the people.
A person who never prioritized their good living, because his spending always focused on investing in the institutions where he worked, being able to profit from the positions he occupies, in fact he went out indebted and bought material, to have institutions according to his projects.
Con una extraordinaria luz filosófica uno de los intelectuales Americanos más importantes de su tiempo. Murió prácticamente abandonado y en la miseria en Perú os restos de Simón Rodríguez fueron trasladados al Panteón de los Próceres en Lima, y desde allí, justo un siglo después de su fallecimiento, su restos fueron devueltos a Caracas, donde reposan en el Panteón Nacional. Nos despedimos con una de sus grandes frases:
“Enseñen, y tendrán quien sepa; eduquen, y tendrán quien haga.”