Itinerarios de literatura y deseo: la maestra de provincia en la Argentina del Centenario
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Centro de Estudios Interdisciplinarios sobre las Mujeres. Maestría "Poder y Sociedad desde la Problemática de Género"
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En La maestra normal (1914) Manuel Gálvez muestra los fantasmas y fantasías que se desencadenaron de la mano del proceso de genderización del magisterio, aquella profesión que el Estado argentino había promovido desde finales del siglo XIX para las mujeres, presentándola como una extensión de la maternidad. A contrapelo de este discurso, Gálvez cifra en Raselda, su heroína, los temores que suscitaba en ciertos sectores de la elite y la dirigencia el crecimiento de una profesión que permitía a las mujeres letradas tener vidas independientes, estableciendo un diálogo indirecto con aquellas para quienes la docencia no solo fue un modo de mantenerse económicamente sino también el punto de partida para desplegar una trayectoria literaria. En el doblez de la ficción de Gálvez se asoman dos itinerarios posibles para la maestra de provincia en la Argentina del Centenario con aspiraciones autorales: las vidas de Carlota Garrido de la Peña y Alfonsina Storni (ambas docentes, formadas en la provincia de Santa Fe, y con hijos cargo) funcionan como dos caras de ese momento bisagra que condensa la novela y los dilemas que debieron resolver para convertirse en escritoras.
In La maestra normal (1914) Manuel Gálvez shows the ghosts and fantasies that appeared as a result of the genderization process that the teaching profession went through in Argentine since the end of the 19th century, greatly propelled by the State, which presented this activity as an extension of motherhood. Contrary to this discourse, Gálvez condensed in Raselda, his heroine, the fears aroused in certain sectors of the elite by the growth of a profession that allowed literate women to have independent lives, establishing an indirect dialogue with those professionals for whom teaching was not only a way to support themselves economically but also the starting point to develop a literary career. This article analyses how, in the fold of Gálvez's fiction, appear two possible itineraries for the province teacher with authorial aspirations to participate in the argentine cultural field of thar period. The lives of Carlota Garrido de la Peña and Alfonsina Storni (both teachers educated en Santa Fe who supported their children alone) function as two sides of that hinge moment that encrypts the novel and the dilemmas that they had to solve to become writers.
In La maestra normal (1914) Manuel Gálvez shows the ghosts and fantasies that appeared as a result of the genderization process that the teaching profession went through in Argentine since the end of the 19th century, greatly propelled by the State, which presented this activity as an extension of motherhood. Contrary to this discourse, Gálvez condensed in Raselda, his heroine, the fears aroused in certain sectors of the elite by the growth of a profession that allowed literate women to have independent lives, establishing an indirect dialogue with those professionals for whom teaching was not only a way to support themselves economically but also the starting point to develop a literary career. This article analyses how, in the fold of Gálvez's fiction, appear two possible itineraries for the province teacher with authorial aspirations to participate in the argentine cultural field of thar period. The lives of Carlota Garrido de la Peña and Alfonsina Storni (both teachers educated en Santa Fe who supported their children alone) function as two sides of that hinge moment that encrypts the novel and the dilemmas that they had to solve to become writers.
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