The emergence of the New School in Mendoza

Abstract

The discursive productions of the Escuela Nueva in the province of Mendoza during the first half of the XX Century are analyzed methodologically from a critical paradigm and a thought situated in the "colonial difference". The teachers who were part of this movement made an adaptation of European and North American ideas, elaborating a synthesis with distinctive characteristics of both the hegemonic normalist model and the sources of alternative pedagogical thinking. In this case, we observed that it combined with the teachers union, the feminist movement and the regional literary movement as a radical current. The analysis of the journals they published –Ensayos and Orientación– including La Linterna, their most significant antecedent, shows that it established an original and unique articulation that organically anticipated the centrality of the new pedagogical subject, transforming the classroom into a space for expression of its singularity and freedom through the performance of the teacher as an emerging-alternative intellectual.