Publication: ¿Existió una revolución educativa liberal en la España del siglo XIX?: discursos y
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Date
2018
Authors
Viñao Frago, Antonio
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info:eu-repo/semantics/article
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Abstract
Este artículo se articula a partir del contraste existente entre el discurso en materia de educación del primer liberalismo es-pañol (1810-1814 y 1820-1823) y la política educativa del régimen liberal entre 1836 y 1874, así como, en el seno del mismo liberalismo, entre los partidarios de la libertad de enseñanza a ultranza y los defensores, en este campo, de la intervención estatal. Ambos contrastes se analizan desde una triple perspectiva. Primero, desde un enfoque estrictamente político, con especial atención a los aspectos relativos a la financiación del nuevo sistema educativo. Después, en relación con los procesos de escolarización y alfabetización en su doble dimensión cuantitativa y cualitativa. Por último, desde una perspectiva socioeconómica centrada en la producción y comercialización de los libros de texto.
This paper moves from the contrast between the educational discourse in the first Spanish liberalism (1810-1814 and 1820-1823) and the educational policy of the liberal regime from 1836 to 1870, as well as, within the same liberalism, the contrast between those supporting the unlimited academic freedom and those defending the public or state intervention. Both contrasts are approached from a triple perspective: the financial aspects are particularly considered from a political point of view; the schooling and literacy processes are tackled from a quantitative and qualitative standpoint; the textbook production and marketing are finally examined from a socio-economic viewpoint
This paper moves from the contrast between the educational discourse in the first Spanish liberalism (1810-1814 and 1820-1823) and the educational policy of the liberal regime from 1836 to 1870, as well as, within the same liberalism, the contrast between those supporting the unlimited academic freedom and those defending the public or state intervention. Both contrasts are approached from a triple perspective: the financial aspects are particularly considered from a political point of view; the schooling and literacy processes are tackled from a quantitative and qualitative standpoint; the textbook production and marketing are finally examined from a socio-economic viewpoint
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