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Escuela y regeneracionismo social en el discurso pedagógico español de principios del siglo XX

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dc.contributor.authorVicente Jara, Fernando
dc.coverage.spatialEspañaes
dc.coverage.temporalSiglo XXes
dc.date.accessioned2016-06-16T07:36:20Z
dc.date.available2016-06-16T07:36:20Z
dc.date.issued1992
dc.description.abstractThis investigation illustrates the way in which early twentieth century pedagogical rea- soning outlines the importan ce of the School as a powerful instrument in national develo- pement and regeneration. But an analysis of the situation clearly reveals the state of neglect to which the question of education is left as far as the educational administration is con- cerned, a situation that gives rise to strong criticism of the pedagogical intervention on the pat1 of the politicians in power at the time, and a consideration of the school as a matter of social biology. lt is in this contex that the following circunstances acquire significance: concem about the graded school as a system of organization to which to adjust teaching, consideration of organization school premises, the matter of giving professional and social prestige to teaching, the problem of extending education to all the children of school age and the problem of the teacher-pupil ratio, educational material, teacher training, the reform of school inspection, the incorporation of the cost of primary education into the S tate Budget, and others.
dc.formatapplication/pdfes
dc.format.extent27es
dc.identifier.issn0212-8322
dc.identifier.urihttp://hdl.handle.net/10201/50120
dc.languagespaes
dc.publisherUniversidad de Murciaes
dc.relation.ispartofAnales de Pedagogía, Nº 10, 1992es
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.subject.other37 - Educación. Enseñanza. Formación. Tiempo librees
dc.titleEscuela y regeneracionismo social en el discurso pedagógico español de principios del siglo XXes
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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Anales de pedagogía. Revista de investigación en pedagogía Nº 10 (1992)