Los colegios nacionales y sus estudiantes: Mujeres, gringos e hijos de inmigrantes en la primera mitad del siglo XX (Mar del Plata, 1919-1929)
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Date
2016
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Historia.
Abstract
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Nuestra investigaciĆ³n se propone desestabilizar el relato oficial que la historiografĆa de la educaciĆ³n reprodujo y consolidĆ³ del bachillerato argentino (y con Ć©l el de la enseƱanza secundaria) a travĆ©s de los ālugares comunesā, prejuicios analĆticos, lecturas āa prioriā y miradas ādesde arribaā que caracterizaron a los relatos sobre los colegios nacionales. Todo ello a partir del anĆ”lisis de caso de un colegio nacional: el de Mar del Plata. EspecĆficamente en este artĆculo pretendemos identificar a los estudiantes de los colegios nacionales en la primera mitad del siglo XX. Para ello en la primera parte recuperamos los estudios realizados al respecto e indagamos las interpretaciones historiogrĆ”ficas que los respaldan; y en la segunda parte nos concentramos en un estudio empĆrico de los alumnos de este colegio. Nuestro argumento es que si bien los colegios se caracterizaron por representar una enseƱanza ātradicionalā, āselectivaā y āelitistaā, en la prĆ”ctica actuaron como espacios abiertos y permeables al cual accedieron estudiantes de diferentes lugares en la escala social (o al menos de sectores sociales mĆ”s amplios que los reconocidos por los discursos de la Ć©poca y por los relatos al respecto). De este modo remarcamos que el bachillerato marplantense fue conformado por actores poco considerados por la historiografĆa de la educaciĆ³n: las mujeres (que representaron un tercio del alumnado) y los gringos e hijos de inmigrantes (cuya cifra superĆ³ las dos terceras partes de los jĆ³venes).
Our research aims to destabilize the official story that historiography of education has reproduced and consolidated in argentinian high school through "common places", analytical prejudices, "a priori" readings and glances "from the above". All from the analysis of Mar del Plata's national school in the first decades of the 20th century. In this paper, we pretend to characterize national schools' students in the first half of the 20th century. Our argument is that although schools were characterized as representing a "traditional", "selective" and "elitist" teaching, in practice acted as open and permeable spaces to which students from different places in the social scale had access (or at least from widest social sectors recognized from studies and speeches of that time). This way, Mar del Plata's national school was conformed by little considered but still relevant social actors: women (one-third of students) and "gringos and inmigrants' children (more than the two thirds).
Our research aims to destabilize the official story that historiography of education has reproduced and consolidated in argentinian high school through "common places", analytical prejudices, "a priori" readings and glances "from the above". All from the analysis of Mar del Plata's national school in the first decades of the 20th century. In this paper, we pretend to characterize national schools' students in the first half of the 20th century. Our argument is that although schools were characterized as representing a "traditional", "selective" and "elitist" teaching, in practice acted as open and permeable spaces to which students from different places in the social scale had access (or at least from widest social sectors recognized from studies and speeches of that time). This way, Mar del Plata's national school was conformed by little considered but still relevant social actors: women (one-third of students) and "gringos and inmigrants' children (more than the two thirds).
Keywords
Colegios Nacionales, EducaciĆ³n Secundaria, Estudiantes, Mujeres, National Schools, High School Education, Students