6533b823fe1ef96bd127f59d

RESEARCH PRODUCT

Revista complutense de educación

subject

description

espanolLa ensenanza secundaria espanola sufrio un notable cambio en la decada de 1950. Se produjo la ruptura efectiva del modelo de ensenanza dual, al permitir a chicos y chicas de familias obreras y de escasos ingresos accedieran al bachillerato, lo que les estaba practicamente vetado hasta entonces. Las autoridades educativas otorgaron tanta importancia a esa politica que tuvo denominacion especifica: la extension de la ensenanza media. Este trabajo se centra en el analisis del discurso que apoyo y explicito tal politica. Para ello se han localizado declaraciones y tomas de posicion de los principales responsables del ministerio de educacion que conformaron el discurso oficial que impulso dicha politica, las cuales hasta ahora apenas han sido estudiadas. Tras su analisis, se han identificado diversos argumentos que se han agrupado bajo las categorias de: economicos, sociales, territoriales y politicos. Entre ellos destacan algunas explicitas referencias a la utilidad de la ampliacion del bachillerato a nucleos obreros, para superar el temor y la gran zozobra roja de los burgueses del interior de las urbes. Por ello la politica de extension de la ensenanza media, que tuvo innegables consecuencias educativas y sociales, debe considerarse un elemento muy destacado del modelo cultural comprensivo con los perdedores de la Guerra Civil, impulsado por un sector del regimen franquista. EnglishSpanish secondary education underwent a significant change in the 1950s. There was an effective break with the dual teaching model, which meant that boys and girls from working families, who had little income, were allowed to access high school. Until then, they had been practically banned from it. The educational authorities conferred so much prominence to this policy that it came to have its own name: the Extension of Middle School policy. This paper aims to analyze the discourse that supported and made such policy explicit. To that end, we have found statements, andinaugural speeches, of the officials of the Ministry of Education. These statements and positions, barely studied until now, shaped the official discourse that launched this policy. After their analysis, we have identified several arguments that can be grouped under the following categories: economic, social, territorial, and political. Among them, there are some remarkable explicit references to the usefulness of extending high education to the working sectors to overcome fear and the great red downfall of the bourgeois living in the big cities. For this reason, the Extension of Middle School policy, promoted by a sector of the Francoist regime and with undeniable educational and social consequences, must be considered a prominent element of the cultural model which was sympathetic with the losers of the Civil War.