Madres sociales de la aldea: la maestra española durante el nacional-catolicismo

Resumo

My objective is to point out how two generations of schoolteachers, those educated before and after the Civil War, understood the development of two cultural models which they implemented in public schools in rural villages in Spain during National Catholicism. Using their own words, I aim to recreate their lives and their relationship with the cultural structure. I understand that their generation and the beginning of their professional lives are key to understanding to what extent social changes and educational models shaped their identities. I intend to capture their gender identities to investigate the key aspects of their regenerative function as social mothers in small villages. There are few memoirs written by women teachers. I have selected two diaries of different generations. My hypotheses are: 1) when they begin to teach, it is important to understand how they address the evolution of cultural models; 2) the way they have understood the historic phases of National Catholicism in rural villages shapes their psychological profiles; 3) the adaptation to the culture of villages affects social and gender identities. Qualitative methodology has been used to understand the social construction of the identities of schoolteachers by means of the analysis of written texts and to contextualize the meaning of social change in their own discourse. I have reached the following conclusions: 1) teachers are key to understanding the evolution of cultural models; 2) knowing what they want to remember or silence allows capturing how they have accepted or rejected the ideological models of National Catholicism; 3) the meaning they give to the experience indicates how they socialized subsequent generations.