Creation and trajectory of the Department of Pedagogy. Part Three
DOI:
https://doi.org/10.56219/rgp.vi36.574Abstract
The pedagogical Institute and educational expectations after 1958
Increase in school enrollment. Incorporation of normalist teacher as regular students of the institute. Objectives and functions of the Department of Pedagogy. Requirements to study at the IPN. The new authorities of the institute. The Section of Philosophy and Educational Sciences is transformed into a Department. Creation of the Teaching Practices and Educational Technology departments and other units and services.
The 1957-1958 school period began in an atmosphere of great political confusion. These were the last months of the Pérez Jiménez dictatorship and the country was in the midst of great expectations. An important sector of the student movement had become one of the most active vanguards in the fight against the regime. The repression had even penetrated the student classrooms and teachers and students were dragged to the National Security barracks, some school premises were raided and others were closed. This situation resulted in a considerable absence of students who had to go to schools in search of quotas, especially at higher levels, where the anti-dictatorial struggle was reflected with greater drama. A large number of students from the interior preferred the tranquility of the province. Only the most politicized sectors of the student population attended the classrooms to keep the revolutionary flame and university protests burning.
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