L'educació masculina en els col·legis religiosos de la postguerra (1939-1945)
[eng] The present research is based on the study of religious schools, delimiting the research in the Balearic Islands and a specific historical period: the Postwar period (1939-1945). Traditionally, the history of education has approached the reality of these centers focusing exclusively on their e...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/675484 |
| Acceso en línea: | http://hdl.handle.net/10803/675484 |
| Access Level: | acceso abierto |
| Palabra clave: | Història de l’educació Franquisme Col·legis religiosos Cultura escolar Postguerra Illes Balears Història de l’Educació 00 37 |
| Sumario: | [eng] The present research is based on the study of religious schools, delimiting the research in the Balearic Islands and a specific historical period: the Postwar period (1939-1945). Traditionally, the history of education has approached the reality of these centers focusing exclusively on their educational and pedagogical dimension. Although these institutions carry out school functions, their status as companies and religious organizations should not be hidden, as they operate in an educational market that requires the application of different strategies for their survival and growth, social and commercial. Consequently, in order to understand the educational and social significance of religious schools, it has been proposed to historize them from a holistic perspective that allows them to capture their genuine nature and their differentiating features. The specific questions that have been addressed with this approach are summarized in two thematic areas: the guiding principles that shaped the school culture of private schools and the endogenous and exogenous conditions that shaped its operation. Using the historical method, the research has subjected the data and information provided by historical sources, that have little to do with the administrative and institutional sources that have often given historiography to these centers, to the corresponding criticism. Thus, the triangulation of a set of historical sources (practice reports, oral testimonies, school magazines, photographs, postcards, corporate merchandise, etc.) located in personal collections, family archives and public libraries has been chosen, that have enabled the official historiography drawn up by religious colleges to be enriched and contrasted, while helping to overcome difficulties arising from restricted access to their archives. As the main results of the thesis, it is noted that the reality of religious colleges was conditioned not only by the existence of a school culture of these centers, but also by the interaction with the spiritual culture and the corporate culture of religious congregations and orders that governed the schools in question. All this, together with a totally favorable socio-political context, generated internal structures and dynamics that significantly differentiated them from the public school. These structural elements were agglutinated and compacted around three organizational dimensions (school, sanctuary and business), which, following a corporate roadmap, applied coordinated strategies for school, social and commercial purposes that would erect them into powerful instruments in the service of preserving the social power and influence of the religious community. |
|---|