“Forging the Fatherland”: Work and vocational education in Argentina during Peronism (1944–1955).
This article focuses on the reforms in the field of vocational education, as well as on representations related to work, in Argentina during Perón’s political leadership. In the framework of far-reaching economic reforms and social transformations, while in the position of secretary of labour (1943–...
| Publicado en: | Paedagogica Historica Vol. 49; no. 3; pp. 382 - 402 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=87787363&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 87787363 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Jun2013 vid: 49 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 87787363 10.1080/00309230.2012.695378 ppf: 382 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 500KB tig: atl: “Forging the Fatherland”: Work and vocational education in Argentina during Peronism (1944–1955). aug: au: Oelsner, Verónica affil: Centre of Comparative Education, Humboldt-University, Berlin, Germany su: Vocational education Education Educational change Perón, Juan Domingo, 1895-1974 Peronism Labor Argentine politics & government, 1943-1955 Twentieth century History Argentina sug: subj: Argentina Vocational education Education Educational change Perón, Juan Domingo, 1895-1974 Peronism Labor Argentine politics & government, 1943-1955 Twentieth century History keyword: Argentina. representations of work vocational education ab: This article focuses on the reforms in the field of vocational education, as well as on representations related to work, in Argentina during Perón’s political leadership. In the framework of far-reaching economic reforms and social transformations, while in the position of secretary of labour (1943–1945) Perón started a vocational education system, which grew notably during his presidency (1946–1952 and 1952–1955). At the same time, his government not only defined the worker as the protagonist of its policy but deliberately constructed and broadly disseminated positive representations of manual work, the worker, the apprentice and his training that were aimed at replacing older ones. After Perón’s overthrow in 1955, the succeeding governments brought the political centrality of the worker to an end and repressed all symbology related to him. In the following years, the vocational education system created during the Peronist era gradually fell apart. This article analyses the relationship between these phenomena. It assumes that vocational education is not just shaped by economic demands or technological development. It rather believes that, as the analysis of the Peronist case shows, social representations related to work and education can also play an important role, supporting, hindering or impeding the establishment or development of specific vocational education models. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Paedagogica Historica holder: Taylor & Francis Ltd dt: @attributes: year: 2013 holdings: @attributes: islocal: N |
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