¿El Estado ha instituido la enseñanza con el propósito de crear una carrera a los docentes, o la ha instituido por y para los alumnos? Reforma escolar e intereses gremiales docentes (Santa Fe, 1932-1935).
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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Entre los años 1932 y 1935, durante el gobierno demoprogresista del Dr. Molinas,
se impulsaron en Santa Fe una serie de reformas tendientes a descentralizar diferentes
aspectos de la administración pública provincial, entre ellos el sistema educativo.
A pesar de que la ley escolar que sirvió de base a este proyecto descentralizador
consagraba principios progresistas, tales como el laicismo, la coeducación y una actitud
tolerante alejada de posturas xenófobas, gran parte de los docentes santafesinos, y
su gremio más representativo tuvieron una actitud hostil hacia la misma.
Esa hostilidad se descargó especialmente hacia la implementación de consejos
escolares con amplias atribuciones, integrados y elegidos por vecinos de los distintos
distritos escolares en que se dividió la provincia.
En este artículo intentamos dar cuenta de las razones de este conflicto -en el que
se entremezclan intereses corporativos y posicionamientos político-ideológicos- a partir
del análisis de las distintas posturas sustentadas por el gobierno provincial, los vecinos
y el gremialismo santafesino en torno la actuación de estos consejos escolares.
Between 1932 and 1935, during demo-progressist government of Dr. Molinas, a series of changes were made in Santa Fe to decentralize different aspects of public administration, including education. Though the law, which was the foundation of this decentralizing project, established modern principles like secular education and tolerant unxenophobic tendencies, a large group of teachers and their union representatives in Santa Fe were against it. This rejection pointed especially to the school councils with wide power and with members chosen from local communities in the different districts of the province. We try to give reasons for this conflict between corporative interests and political ideologies tendencies based on the analysis of different points of view from the provincial government, the community members and the union towards the activities of the school councils.
Between 1932 and 1935, during demo-progressist government of Dr. Molinas, a series of changes were made in Santa Fe to decentralize different aspects of public administration, including education. Though the law, which was the foundation of this decentralizing project, established modern principles like secular education and tolerant unxenophobic tendencies, a large group of teachers and their union representatives in Santa Fe were against it. This rejection pointed especially to the school councils with wide power and with members chosen from local communities in the different districts of the province. We try to give reasons for this conflict between corporative interests and political ideologies tendencies based on the analysis of different points of view from the provincial government, the community members and the union towards the activities of the school councils.
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