The Social Role of the School During the Developmentalist Period (1958–1962): An Approach to Its Understanding from a Multidisciplinary Perspective
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Abstract
In 1958, the Argentine State entered the developmentalist path under President Arturo Frondizi. After a detailed analysis of the country’s economic conditions, the new administrators designed a series of measures aimed at promoting a novel process of industrialization, based on the harmonious convergence of national and private capital, with the purpose of placing the State within the category of “developed” nations.
In this context, the school was considered an important factor for the success of the economic scheme that was to be implemented. The examination of its social function constitutes the main objective of this essay. To this end, the relationship established between economy and education during the period 1958–1962 will be studied, with emphasis on the application of analytical criteria aimed at viewing the educational institution from an efficiency-oriented perspective. Examples include the scientific-rational perspective, contributed by the field of educational administration, and pedagogy by objectives, derived from didactics.
Finally, it is important to highlight that the relevance of this work lies in the fact that, in the field of education, the developmentalist project justified an initial conception of education as an investment.
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The author/s grant exclusive license without temporary limit for the manuscript to be published in Cuadernos-FHyCS edited by Humanides the Faculty of Social Science, National University of Jujuy.
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