Education and Democracy in Cordoba / Argentina. The “footprints” of the reformist tradition in the provincial educational discourse

Abstract

In this work we address core points of the political discourse of a pedagogic intellectual core that, in the interwar period, Córdoba deployed in an educational project of relevance to educational historiography of Argentina. It is a movement that found its roots in the university reform and sought to extend the reform ideas to the educational system as a whole. With spiritual influence and escolanovistas, this core has developed a series of educational alternatives that included legislative proposals, creation of educational and cultural institutions, academic and intellectual productions, enrolled in a speech critical of the deep sense hegemonic school model and its links with the project state of civilization. This movement, whose main researchers Saúl Taborda and Antonio Sobral, articulated in various policy sectors, academics and unions about proposals for renewal. The purpose that guides our inquiry is not an exhaustive analysis of this core thought reform, but rather crawl into it some “footprints” that will be recovered by the provincial educational discourse of the first postdictatorship government in the ’80s. We hold that the Education Reform Córdoba recovered fragments of this matrix alternative, linking past, present and future with the purpose of political hegemony in the field of education.