Pub Date : 2019-07-01DOI: 10.14201/HEDU201837445480
Consuelo Flecha García
{"title":"Una década de publicaciones sobre Historia de la Educación de las Mujeres (2007-2017)","authors":"Consuelo Flecha García","doi":"10.14201/HEDU201837445480","DOIUrl":"https://doi.org/10.14201/HEDU201837445480","url":null,"abstract":"","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47050406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.14201/HEDU201837383403
L. L. Herrero, E. Redondo
Este trabajo pretende abordar el tema de la autoridad del profesorado ya que se ha convertido en un problema que desborda las barreras educativas, para convertirse en un asunto con entidad politica. Para ello, realizamos un analisis de la evolucion de la autoridad del docente a lo largo de los dos ultimos siglos, contemplada a partir de los diferentes desarrollos legislativos. Como unidades de analisis, hemos tomado las leyes educativas que arrancan en el ano 1857, con la Ley Moyano, hasta nuestros dias, asi como los desarrollos normativos surgidos al respecto a nivel autonomico. El estudio de la normativa, desde una perspectiva historica, nos va a permitir no solo constatar el papel que en cada momento social se le ha dado al docente, y como se ha recogido este a traves de las regulaciones, sino la evolucion del concepto de autoridad y el valor otorgado en cada epoca.
{"title":"Creando poder: la evolución de la autoridad docente en España","authors":"L. L. Herrero, E. Redondo","doi":"10.14201/HEDU201837383403","DOIUrl":"https://doi.org/10.14201/HEDU201837383403","url":null,"abstract":"Este trabajo pretende abordar el tema de la autoridad del profesorado ya que se ha convertido en un problema que desborda las barreras educativas, para convertirse en un asunto con entidad politica. Para ello, realizamos un analisis de la evolucion de la autoridad del docente a lo largo de los dos ultimos siglos, contemplada a partir de los diferentes desarrollos legislativos. Como unidades de analisis, hemos tomado las leyes educativas que arrancan en el ano 1857, con la Ley Moyano, hasta nuestros dias, asi como los desarrollos normativos surgidos al respecto a nivel autonomico. El estudio de la normativa, desde una perspectiva historica, nos va a permitir no solo constatar el papel que en cada momento social se le ha dado al docente, y como se ha recogido este a traves de las regulaciones, sino la evolucion del concepto de autoridad y el valor otorgado en cada epoca.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49257738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.14201/HEDU201837115144
Narciso de Gabriel
The first part of the article briefly examines the structure of the Spanish education system and the quantitative evolution of primary schools in contemporary times. It goes on to review some of the measures adopted in the late nineteenth and early twentieth century to highlight the nationalist orientation of the schools and their teachers and the intensification of the role they played in nationalisation. Lastly, the core of the article analyses the linguistic policy adopted by the Spanish government to be applied to schools. This analysis focusses on three of the most important moments in history: The Report of the Board created by the Regency to propose ways to implement the structure of the different branches of public instruction (1813); the proposals presented at the Pedagogical Conference of Barcelona (1888) to determine how the Spanish language should be taught in areas where it was not the native tongue; and the parliamentary debate on the language used in schools raised by the decree of the Count of Romanones (1902).
{"title":"Nacionalismos y educación en España","authors":"Narciso de Gabriel","doi":"10.14201/HEDU201837115144","DOIUrl":"https://doi.org/10.14201/HEDU201837115144","url":null,"abstract":"The first part of the article briefly examines the structure of the Spanish education system and the quantitative evolution of primary schools in contemporary times. It goes on to review some of the measures adopted in the late nineteenth and early twentieth century to highlight the nationalist orientation of the schools and their teachers and the intensification of the role they played in nationalisation. Lastly, the core of the article analyses the linguistic policy adopted by the Spanish government to be applied to schools. This analysis focusses on three of the most important moments in history: The Report of the Board created by the Regency to propose ways to implement the structure of the different branches of public instruction (1813); the proposals presented at the Pedagogical Conference of Barcelona (1888) to determine how the Spanish language should be taught in areas where it was not the native tongue; and the parliamentary debate on the language used in schools raised by the decree of the Count of Romanones (1902).","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43407991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.14201/HEDU201837365382
F. J. Montes
In this paper we analyze the different curricula that coexisted in the Normal School of the Primary Magisterium of Caceres during the Second Republic, from the Bergamin Plan of 1914, which continued those students who had already begun their studies in previous years. And who were given the opportunity to enter the like teachers through their participation in the Professional Selection Courses, following the Preparatory Plan. Who were surprised by the transition of curricula but did not have the title of higher bachelor required in the new, and ending with the star plan of the Second Republic, the so-called Professional Plan. We analyze the courses taught, the contents, the final revalidate of studies, the examination courts and the ways of evaluating in the Cacerena Normal School.
{"title":"Los planes de estudios de la Escuela Normal del Magisterio Primario de Cáceres en la Segunda República","authors":"F. J. Montes","doi":"10.14201/HEDU201837365382","DOIUrl":"https://doi.org/10.14201/HEDU201837365382","url":null,"abstract":"In this paper we analyze the different curricula that coexisted in the Normal School of the Primary Magisterium of Caceres during the Second Republic, from the Bergamin Plan of 1914, which continued those students who had already begun their studies in previous years. And who were given the opportunity to enter the like teachers through their participation in the Professional Selection Courses, following the Preparatory Plan. Who were surprised by the transition of curricula but did not have the title of higher bachelor required in the new, and ending with the star plan of the Second Republic, the so-called Professional Plan. We analyze the courses taught, the contents, the final revalidate of studies, the examination courts and the ways of evaluating in the Cacerena Normal School.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":"43 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41291018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.14201/HEDU201837341363
Raquel Cercós i Raichs, C. V. Torrano
This article reviews what the experience of the First World War (1914-1918) meant for the American generation that promoted what Francis Scott Fitzgerald (1896-1940) called «Jazz Age», period corresponding to the decade of the twenties until the crack of 1929. It attends the novels of this American writer to trace the emergence of a new moral that eroded the pedagogical puritanism of the time of the pioneers. This change brought a new educational horizon away from the ideal of the Christian student that had represented university institutions such as Princeton, whose classrooms passed our protagonist before joining the army. It is a pedagogical chronicle of a literary generation that, after visiting Europe in the 1920s, broke with the tradition of the biblical story, with which it anticipated postmodern morality.
{"title":"Francis Scott Fitzgerald, entre el puritanismo pedagógico y la moral postmoderna","authors":"Raquel Cercós i Raichs, C. V. Torrano","doi":"10.14201/HEDU201837341363","DOIUrl":"https://doi.org/10.14201/HEDU201837341363","url":null,"abstract":"This article reviews what the experience of the First World War (1914-1918) meant for the American generation that promoted what Francis Scott Fitzgerald (1896-1940) called «Jazz Age», period corresponding to the decade of the twenties until the crack of 1929. It attends the novels of this American writer to trace the emergence of a new moral that eroded the pedagogical puritanism of the time of the pioneers. This change brought a new educational horizon away from the ideal of the Christian student that had represented university institutions such as Princeton, whose classrooms passed our protagonist before joining the army. It is a pedagogical chronicle of a literary generation that, after visiting Europe in the 1920s, broke with the tradition of the biblical story, with which it anticipated postmodern morality.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49242023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.14201/HEDU201837287301
H. Navarro
espanolLa posicion historica y social de las mujeres, subordinadas o invisibilizadas por los modos dominantes de produccion y por las relaciones sociales, empieza a cuestionarse durante la etapa ilustrada, aunque es un proceso lento y desigual. Mostramos el resultado de la investigacion sobre la presencia de la mujer en la Colonia del Nuevo Santander (Virreinato de Nueva Espana), ultimo territorio en ser realmente colonizado por la Corona espanola a mediados del siglo xviii. Somos conscientes de lo concreto del territorio estudiado, zona de frontera del Imperio espanol, y del corto espacio de tiempo, los 20 primeros anos desde la creacion de la Colonia en 1748. Se quiere mostrar una instantanea de la vida cotidiana de las mujeres, pero la realidad es su ausencia en la documentacion escrita. EnglishThe social and historical position of women, subordinated or made invisible by the dominant ways of production and by the social relations, begins to be questioned during the enlightened era, although it is a slow and unequal process. We show the research results about the presence of women in the Colony of New Santander (Viceroyalty of New Spain), the last territory really colonized by the Spanish Crown in the middle of the 18th century. We are aware of the concretion of the studied territory, a bordering area of the Spanish Empire, and of the short period of time, the first 20 years since the creation of the Colony in 1748. We aim to show a snapshot of women daily life, but their absence in the written documents is a fact.
{"title":"Invisibilidad de la mujer mexicana en la documentación de mediados del siglo XVIII (Colonia del nuevo Santander)","authors":"H. Navarro","doi":"10.14201/HEDU201837287301","DOIUrl":"https://doi.org/10.14201/HEDU201837287301","url":null,"abstract":"espanolLa posicion historica y social de las mujeres, subordinadas o invisibilizadas por los modos dominantes de produccion y por las relaciones sociales, empieza a cuestionarse durante la etapa ilustrada, aunque es un proceso lento y desigual. Mostramos el resultado de la investigacion sobre la presencia de la mujer en la Colonia del Nuevo Santander (Virreinato de Nueva Espana), ultimo territorio en ser realmente colonizado por la Corona espanola a mediados del siglo xviii. Somos conscientes de lo concreto del territorio estudiado, zona de frontera del Imperio espanol, y del corto espacio de tiempo, los 20 primeros anos desde la creacion de la Colonia en 1748. Se quiere mostrar una instantanea de la vida cotidiana de las mujeres, pero la realidad es su ausencia en la documentacion escrita. EnglishThe social and historical position of women, subordinated or made invisible by the dominant ways of production and by the social relations, begins to be questioned during the enlightened era, although it is a slow and unequal process. We show the research results about the presence of women in the Colony of New Santander (Viceroyalty of New Spain), the last territory really colonized by the Spanish Crown in the middle of the 18th century. We are aware of the concretion of the studied territory, a bordering area of the Spanish Empire, and of the short period of time, the first 20 years since the creation of the Colony in 1748. We aim to show a snapshot of women daily life, but their absence in the written documents is a fact.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49006375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.14201/HEDU201837257284
J. Díaz
The mrp are public expression of a special and exceptional historical moment of the Spain of the educational transition (1970-1985). They are close and are twinned with other social movements that work with great vitality in a very favorable context for the emergence of freedoms of all kinds, at the end of the iron-fisted Franco dictatorship. The mrp have the collective aspiration, sometimes romantic, to build a new world, a different and more just society, in this case from processes of change in educational policy and pedagogical renewal. The shift from mrp to smaller pedagogical renewal groups in their composition, and more focused on specific pedagogical aspects, occurs when the mec, political parties and teacher unions channel other aspirations existing or born even within the mrp. In our opinion the mrp of this stage are the verification of an active and multiform social movement gestated and built in the field of education, unique in the world and unrepeatable, typical of the socio-political process experienced in Spain of the educational transition since the dictatorship Francoist to democracy.
{"title":"Los Movimientos de Renovación Pedagógica (MRP) en la España de la transición educativa (1970-1985)","authors":"J. Díaz","doi":"10.14201/HEDU201837257284","DOIUrl":"https://doi.org/10.14201/HEDU201837257284","url":null,"abstract":"The mrp are public expression of a special and exceptional historical moment of the Spain of the educational transition (1970-1985). They are close and are twinned with other social movements that work with great vitality in a very favorable context for the emergence of freedoms of all kinds, at the end of the iron-fisted Franco dictatorship. The mrp have the collective aspiration, sometimes romantic, to build a new world, a different and more just society, in this case from processes of change in educational policy and pedagogical renewal. The shift from mrp to smaller pedagogical renewal groups in their composition, and more focused on specific pedagogical aspects, occurs when the mec, political parties and teacher unions channel other aspirations existing or born even within the mrp. In our opinion the mrp of this stage are the verification of an active and multiform social movement gestated and built in the field of education, unique in the world and unrepeatable, typical of the socio-political process experienced in Spain of the educational transition since the dictatorship Francoist to democracy.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48558325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.14201/HEDU201837315339
Susana Schoo
We present some findings of an ongoing doctoral thesis that investigates the organization of National Schools (Colegios Nacionales) in Argentina. Although secondary education was able to be institutionalized and sustained since 1863 within the framework of the so-called «national organization», it will be shown that this was a process that was previously developed. An examination of the parliamentary work of the 1850s indicates that discussions about national powers in the organization of these studies were already part of the repertoire of topics by leading groups. Contrasting with the debates of the 1860s, there are differences but also important coincidences between the two periods. Studying the 1850s and its institutional legacy constitutes a renewed look to understand the ways in which the national policies that organized the Argentine educational system were defined.
{"title":"Debates parlamentarios en torno a la conformación de la educación secundaria en tiempos de la Confederación Argentina y de la «organización nacional»","authors":"Susana Schoo","doi":"10.14201/HEDU201837315339","DOIUrl":"https://doi.org/10.14201/HEDU201837315339","url":null,"abstract":"We present some findings of an ongoing doctoral thesis that investigates the organization of National Schools (Colegios Nacionales) in Argentina. Although secondary education was able to be institutionalized and sustained since 1863 within the framework of the so-called «national organization», it will be shown that this was a process that was previously developed. An examination of the parliamentary work of the 1850s indicates that discussions about national powers in the organization of these studies were already part of the repertoire of topics by leading groups. Contrasting with the debates of the 1860s, there are differences but also important coincidences between the two periods. Studying the 1850s and its institutional legacy constitutes a renewed look to understand the ways in which the national policies that organized the Argentine educational system were defined.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43730218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper outlines the joint story of education and feminism in the journey to equality and women’s emancipation in the contemporary world. Following a chronological order, it seeks to show in a panoramic manner –but with Spain as a case study– the achievements that have made possible to shorten some distances between men and women, and also the obstacles that have hampered its progress and consolidation. The paper concludes with the analysis of some relevant aspects of the complex framework in which feminism and education are today, as a consequence of the important changes of the 21st century and the patriarchal rearmament that they entail.
{"title":"Feminismo y educación. Recorrido de un camino común","authors":"P. Domingo, Ana Iglesias Galdo","doi":"10.14201/HEDU2018373767","DOIUrl":"https://doi.org/10.14201/HEDU2018373767","url":null,"abstract":"This paper outlines the joint story of education and feminism in the journey to equality and women’s emancipation in the contemporary world. Following a chronological order, it seeks to show in a panoramic manner –but with Spain as a case study– the achievements that have made possible to shorten some distances between men and women, and also the obstacles that have hampered its progress and consolidation. The paper concludes with the analysis of some relevant aspects of the complex framework in which feminism and education are today, as a consequence of the important changes of the 21st century and the patriarchal rearmament that they entail.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42075414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.14201/HEDU201837417443
Raquel Vázquez Ramil, Á. S. P. Ucha
Maria de Maeztu y Whitney (1881-1948), pedagoga vasca, desarrollo una amplia trayectoria como defensora de la educacion de las mujeres espanolas, especialmente a traves de la direccion de la Residencia de Senoritas de Madrid entre 1915 y 1936, pero tambien desde otras instancias, como el impulso del Lyceum Club o una incesante labor como articulista y conferenciante. Su «obra» la llevo a mantener estrechos contactos con mujeres destacadas en diferentes ambitos, tanto en el terreno intelectual como en el social; y de esos contactos queda constancia en una abundante correspondencia depositada en el Archivo de la Residencia de Senoritas de Madrid (arsm). Recogemos en este apartado de documentacion ocho cartas que Maria de Maeztu escribio a Maria Martos Arregui (1888-1981), esposa del traductor y director teatral Ricardo Baeza. Las cartas abarcan un periodo de ocho anos, de 1924 a 1932, y en ellas se conjugan las confesiones intimas, desde el «castillo interior», con la relacion de acontecimientos sociales y politicos del momento. Son, por tanto, documentos esenciales para comprender el mundo de las mujeres que en los anos 20 y 30 contribuyeron a animar la vida espanola con aires nuevos, aunque no exentos de contradicciones.
Maria Maeztu和惠特尼(1881-1948)教育者巴斯克、发展轨迹广泛倡导espanolas妇女教育,特别是成败得失马德里女士们的居住地址1915年至1936年,他也是从其他机构,例如推动Lyceum俱乐部或不断担任专栏作家和讲师的工作。她的“工作”使她与不同领域的杰出女性保持密切联系，包括知识领域和社会领域;这些联系在存放在马德里女子住宅(arsm)档案中的大量信件中得到了证实。在本节中，我们收集了Maria de Maeztu写给Maria Martos Arregui(1888-1981)的八封信，Maria Martos Arregui是翻译兼戏剧导演Ricardo Baeza的妻子。这些信件涵盖了从1924年到1932年的8年时间，它们结合了来自“内城堡”的亲密忏悔，以及当时社会和政治事件的关系。因此，这些文件对于理解20世纪20年代和30年代妇女的世界至关重要，她们为西班牙的生活注入了新的活力，尽管并非没有矛盾。
{"title":"Desde el castillo interior: cartas de María de Maeztu a María Martos de Baeza","authors":"Raquel Vázquez Ramil, Á. S. P. Ucha","doi":"10.14201/HEDU201837417443","DOIUrl":"https://doi.org/10.14201/HEDU201837417443","url":null,"abstract":"Maria de Maeztu y Whitney (1881-1948), pedagoga vasca, desarrollo una amplia trayectoria como defensora de la educacion de las mujeres espanolas, especialmente a traves de la direccion de la Residencia de Senoritas de Madrid entre 1915 y 1936, pero tambien desde otras instancias, como el impulso del Lyceum Club o una incesante labor como articulista y conferenciante. Su «obra» la llevo a mantener estrechos contactos con mujeres destacadas en diferentes ambitos, tanto en el terreno intelectual como en el social; y de esos contactos queda constancia en una abundante correspondencia depositada en el Archivo de la Residencia de Senoritas de Madrid (arsm). Recogemos en este apartado de documentacion ocho cartas que Maria de Maeztu escribio a Maria Martos Arregui (1888-1981), esposa del traductor y director teatral Ricardo Baeza. Las cartas abarcan un periodo de ocho anos, de 1924 a 1932, y en ellas se conjugan las confesiones intimas, desde el «castillo interior», con la relacion de acontecimientos sociales y politicos del momento. Son, por tanto, documentos esenciales para comprender el mundo de las mujeres que en los anos 20 y 30 contribuyeron a animar la vida espanola con aires nuevos, aunque no exentos de contradicciones.","PeriodicalId":30559,"journal":{"name":"Historia de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48205827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：