Escuela pública durante la II República (1931-1939): Aspectos administrativos y curriculares

Abstract

In terms of primary education, the exceptional parenthesis of the Spanish 2nd. Republic was not enough to break some inertia that traditionally suited the dominant elites: limited scope of com-pulsory schooling, poor graduation system, stagnant curricula, lack of questionnaires, etc., were some traditional characteristics of the Spanish 1st. Restoration that would partially continue during the Republic.
The impulse given by the republican administration could not correct these defects, because in the level of priorities weighed much more, it could not be otherwise, the encouragement of the con-struction of Schools and the endowment of teachers, in spite of pre-existing defective curricula.
The curriculum reform carried out in the middle of the Civil War deserves special attention, due to its great didactical quality in spite the limited effectiveness in its implementation, though we find in it some pedagogical regression from a genre perspective standpoint.