The entrance in the thirties marked for educational policies in Mexico a number of important changes, on the wings of a general resettlement of policy frameworks that involved the post-revolutionary governments. The years of Maximato (1928-1934), in which the occult leadership of the country remained firmly in the hands of former President Plutarco Elias Calles, and the presidency of Lázaro Cárdenas (1934-1940), marked a particularly delicate phase of the process of institutionalization of the revolution but also re-estabished the position of Mexico in the international arena. Many political and cultural tensions focused around the future of educational institutions and the genesis of the so-called socialist school, culminating in 1934 in the modification of art. 3 of the Constitution of '17. This article analyzes (through speeches, letters and documents from the archives of politicians, teachers, bishops and trade unionists) the relationship between the school, nation-building and the public use of internationalism. Behind the disputes between supporters of socialist and rationalist school, between secularists and Catholics, ther wasn’t simply a power struggle but also a comparison of reading patterns of the past and plans for the future identity of the country.
L’ingresso negli anni Trenta segnò per le politiche educative messicane una serie di importanti trasformazioni, sullo sfondo del riassestamento del quadro politico che coinvolse i governi postrivoluzionari. Gli anni del Maximato (1928-1934), in cui la leadership occulta del paese restò saldamente nelle mani dell’ex presidente Plutarco Elias Calles, e la presidenza di Lázaro Cárdenas (1934-1940), segnarono una fase particolarmente delicata del processo di istituzionalizzazione della rivoluzione ma anche della collocazione del Messico nello scenario internazionale. Molte tensioni politiche e culturali si concentrarono allora intorno al futuro delle istituzioni scolastiche e alla genesi della cosiddetta scuola socialista, culminata nel 1934 nella modifica dell’art. 3 della Costituzione del ’17. L’articolo analizza (attraverso discorsi, lettere e documenti d’archivio di politici, docenti, vescovi e sindacalisti) il rapporto tra la scuola, la costruzione della nazione e l’uso pubblico dell’internazionalismo. Dietro le contese tra sostenitori della scuola razionalista e socialista, tra laicisti e cattolici, non si celava infatti solo una lotta di potere ma anche una confronto tra modelli di lettura del passato e progetti identitari per il futuro del paese.
Nazione e internazionalismo nella genesi della scuola socialista, 2015.
Nazione e internazionalismo nella genesi della scuola socialista
DE GIUSEPPE, MASSIMO
2015-01-01
Abstract
The entrance in the thirties marked for educational policies in Mexico a number of important changes, on the wings of a general resettlement of policy frameworks that involved the post-revolutionary governments. The years of Maximato (1928-1934), in which the occult leadership of the country remained firmly in the hands of former President Plutarco Elias Calles, and the presidency of Lázaro Cárdenas (1934-1940), marked a particularly delicate phase of the process of institutionalization of the revolution but also re-estabished the position of Mexico in the international arena. Many political and cultural tensions focused around the future of educational institutions and the genesis of the so-called socialist school, culminating in 1934 in the modification of art. 3 of the Constitution of '17. This article analyzes (through speeches, letters and documents from the archives of politicians, teachers, bishops and trade unionists) the relationship between the school, nation-building and the public use of internationalism. Behind the disputes between supporters of socialist and rationalist school, between secularists and Catholics, ther wasn’t simply a power struggle but also a comparison of reading patterns of the past and plans for the future identity of the country.File | Dimensione | Formato | |
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