Los manuales de Alonso de la Vera Cruz y la Universidad de México del siglo XVI: enseñando teología y artes desde una perspectiva misionera

• Egío García, José Luis ^[1]
  1. [1] Universidad Goethe Frankfurt am Main | Instituto Max Planck de Historia y Teoría del Derecho | Academia de Ciencias y Literatura de Maguncia
• Localización: Revista de História da Sociedade e da Cultura, ISSN 1645-2259, ISSN-e 2183-8615, Vol. 22, Nº. 1, 2022 (Ejemplar dedicado a: UNIVERSITIES: Networks and Identities), págs. 75-109
• Idioma: español
• Títulos paralelos:
  • Alonso de la Vera Cruz’s Manuals and the University of Mexico in 16th Century: Teaching Theology and Arts from a Missionary Perspective
• Enlaces
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• Resumen
  • español

    The creation of the University of Mexico (1553) favoured the intensification of the processes of translation of normative knowledge between Europe and America, which had already begun with the arrival of the first Spanish conquistadores and missionaries to the New World. This article offers a synthesis of the recent historiography on the University of colonial Mexico, to be profiled as a missionary Studium, clearly differentiated from the European models with which it has tended to be compared (in particular, Salamanca). Focusing on the printed works of the Augustinian friar Alonso de la Vera Cruz (1507-84), one of the first teachers at the University of Mexico, we find representative examples of the type of propaedeutic teaching of the Arts (Logic, Natural Philosophy) which was common in the particular academic context of 16th-century New Spain. On the other hand, the theological production of Vera Cruz illustrates well the strategies of flexibilization and localization that were put into practice in order to successfully translate the preexisting Christian normativity to unforeseen and challenging contexts.

  • português

    La creación de la Universidad de México (1553) favoreció la intensificación de los procesos de traducción de conocimiento normativo entre Europa y América, iniciada ya con el arribo al Nuevo Mundo de los primeros conquistadores y misioneros españoles. El presente artículo ofrece una síntesis de la historiografía reciente sobre la Universidad del México colonial y ofrece un perfil de la misma como un Estudio misionero y diferenciado de los modelos europeos con los que ha tendido a ser comparada (en particular, Salamanca). Concentrándonos en la obra impresa del agustino Alonso de la Vera Cruz (1507-84), uno de los primeros catedráticos de la Universidad de México, encontramos muestras representativas del tipo de enseñanza propedéutica de las artes (lógica, filosofía natural) que se privilegió en el contexto académico novohispano del siglo XVI. Por otro lado, la producción teológica del agustino permite ilustrar las estrategias de flexibilización y localización que se ensayaron para traducir con éxito la normatividad cristiana preexistente a contextos inéditos y llenos de desafíos.

  • English

    The creation of the University of Mexico (1553) favoured the intensification of the processes of translation of normative knowledge between Europe and America, which had already begun with the arrival of the first Spanish conquistadores and missionaries to the New World. This article offers a synthesis of the recent historiography on the University of colonial Mexico, to be profiled as a missionary Studium, clearly differentiated from the European models with which it has tended to be compared (in particular, Salamanca). Focusing on the printed works of the Augustinian friar Alonso de la Vera Cruz (1507-84), one of the first teachers at the University of Mexico, we find representative examples of the type of propaedeutic teaching of the Arts (Logic, Natural Philosophy) which was common in the particular academic context of 16th-century New Spain. On the other hand, the theological production of Vera Cruz illustrates well the strategies of flexibilisation and localisation that were put into practice in order to successfully translate the preexisting Christian normativity to unforeseen and challenging contexts.