Enseñar por la acción. El programa educativo rural posrevolucionario mexicano (1921-1934). Principios filosófico-pedagógicos

The Secretaría de Educación Pública (SEP), established in Álvaro Obregón’s government (1920-1924), sought, through different cultural projects to institutionalize revolutionary values and form a national identity from them. In the field of education, the educational project was developed which synthesized the rural and the indigenous with revolutionary ideals. This work is part of the assumption that between 1921 and 1934, rural education and its institution education, the Escuela Rural Mexicana, received the influence of the pedagogical renewal movement, and teaching, by John Dewey. Rafael Ramírez Castañeda, who on a trip to the United States of America in 1924, learned about the educational trends in vogue in the neighboring country, later, when he was appointed director of rural schools in 1928, projected the collective improvement of rural life in the economic, social, and educational, taking up the American experience of teaching by action. Thus, with this work it is intended to show the implicit parallelism underlying the rural education program, proposed by Ramírez, with Dewey’s philosophical-pedagogical principles. The argumentative development will be done by comparing the texts of both authors.

Introducción -- El estado enseñante y la acción rural educativa como mecanismo de modernización -- Actividades curriculares orientadas para preparar integralmente a los niños para una vida mejor desde la enseñanza por la acción dentro de la escuela rural mexicana -- Reflexiones conclusivas.