The Waldensian educational process in Uruguay (1858-1880)

This article examines the settlement of Waldensian colonists in Uruguay between 1858 and 1880, focusing on the construction of a cultural identity linked to education and written culture. Through the analysis of personal letters, memoirs, and official documents, it explores how education served as a pillar of community cohesion and resistance against external challenges. The Waldensians, a religious minority with medieval roots, transferred their educational tradition to the Uruguayan context, adapting it to local conditions. Despite economic and social difficulties, they managed to establish an educational system that transcended the strictly academic sphere, influencing the formation of a collective imaginary that persists in current educational discourses. The article also analyzes the role of Sunday and daily schools, highlighting their importance in the transmission of religious and cultural values. Finally, it challenges the traditional narrative that presents this process as a mere cultural “transplant,” arguing that the Waldensian experience in Uruguay was a unique phenomenon, marked by adaptation and innovation in a challenging context.

Keywords:
Education and Written Culture; Waldensians; Uruguay; Migration and Religion; Sunday Schools