The conception of the Indian education system in the postrevolutionary
Abstract
Educational discourses that appeared in the first publications of the Secretariat of Public Education (SEP) speak of two populations likely to be educated: the rural-in which included the indigenous and peasant and urban. In this dichotomy, appeared to rural Mexico, as a subaltern form, facing the growing hegemony of urban Mexico. The theme of this research is to analyze the creation of a conceptualization about the indigenous, through the speeches that were presented in the genesis of a model educational incorporativista whose effects still apply to the current image of the Indians. For this purpose, I have revised the SEP Official Bulletins published between 1921 and 1930, the research focuses on this period because education was the subject of copious debates and scene of several projects which sought to transform the lives of the Mexicans. Debates and projects that are part of a climate of intense social participation, in which politicians, intellectuals and various educational agents tried to redeem the people through education, seeking to realize some of the social demands emanating from the Revolution.
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References
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Geertz, Clifford (1992). Descripción densa: hacia una teoría interpretativa de la cultura. Barcelona: Gedisa.
Greaves Lainé, Cecilia (1998). El debate sobre una antigua polémica: la integración indígena. Centro de Estudios Históricos-El Colegio de México.
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Vasconcelos, José (1923). Conferencia leída en el Continental Memorial Hall, de Washington, la noche del 9 de diciembre de 1922, a invitación de la “Chataucua International Lecture Ass”, en Boletín de la SEP, 1° de enero de 1923.
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