Education, exile and diplomacy: Vasconcelos, Mistral, Torres Bodet and the international projection of its educational ideas, 1921-1964
From 1920 the post-revolutionary Mexican governments set in motion oneof the most radical transformations that have been made in the continent, theconstruction of the Secretariat of Public Education, SEP, to teach literacy to the large peasant and indigenous mass that remained in illiteracy. This pr...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | México |
| Recursos: | INSTITUTO PANAMERICANO DE GEOGRAFÍA E HISTORIA |
| Repositorio: | Revista de Historia de América |
| Idioma: | español |
| OAI Identifier: | oai:revistasipgh.org:article/234 |
| Acesso em linha: | https://revistasipgh.org/index.php/rehiam/article/view/234 |
| Access Level: | acceso abierto |
| Palavra-chave: | posrevolución educación diplomacia UNESCO post revolution education diplomacy |
| Resumo: | From 1920 the post-revolutionary Mexican governments set in motion oneof the most radical transformations that have been made in the continent, theconstruction of the Secretariat of Public Education, SEP, to teach literacy to the large peasant and indigenous mass that remained in illiteracy. This pro-cess brought together three important intellectuals: the Mexicans José Vasconcelos and Jaime Torres Bodet and the Chilean Gabriela Mistral. These had a long relationship of friendship and collaboration that transcend-ed the short years of Vasconcelos in charge of the SEP, the two ministries of Torres Bodet and his stay in UNESCO and the diplomatic and poetic wander-ing of Mistral. The relationship, which was maintained and succeeded de-spite the exiles, diplomatic positions and political vicissitudes faced by the three, far from being merely of friendship or formal diplomacy, consolidateda collaboration that lasted almost forty years, influencing the formation ofinternational organizations such as UNESCO. Our hypothesis is that, beyondthe global changes that took place between 1921 and 1964 and those thatexperienced the political and pedagogical conceptions of these intellectuals, there is a central idea in the educational project that was promoted in Mexi-co, which constitutes the contribution to universal education: the literacy of large masses excluded for inclusion in the nation the development of a cul-ture for peace. |
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