Contraposición de modelos formativos. Valladolid, 1931-1959

• Main Author: Sofia Rodriguez Serrador es Doctora en Historia por la Universidad de Valladolid. Ha cursado los estudios de Máster en Europa y el Mundo Atlántico: Poder, Cultura y Sociedad (Instituto Universitario de Historia Simancas), y Máster Universitario de Profesor en Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas.
• Format: Article
• Language: English
• Published: Diacronie 2018-06-01
• Series: Diacronie. Studi di Storia Contemporanea
• Subjects: secondary education; school cultures; Second Spanish Republic; Francoism; Valladolid; educación secundaria; culturas escolares; II República española; franquismo; insegnamento superiore secondario; culture scolastiche; Seconda repubblica spagnola; franchismo
• Online Access: http://www.studistorici.com/2018/06/29/rodriguez-serrador_numero_34/#testo
• ISSN: 2038-0925; 2038-0925

This article examines the education of elites and the school cultures generated in the various teaching areas of Spanish secondary education from 1931 to 1959. School is one of the first agents of socialization in a person´s life. It contributes to the process by which people assume the accepted values and behaviours in an existing socio-political system. The 28-year timeframe analyzed in this article brought educational policies, which clearly had an effect on the social, cultural and political impact of school population. Valladolid (Spain) was chosen as a model for analysis because of its privileged educational environment. The city has had a Provincial School and a good number of prominent schools both private and denominational to educate the middle class ever since the 19th century.