The construction of senses around the primary school in rural localities of cerro de san pedro, mexico (1926-1964)

ABSTRACT

In this article I analyze the construction of senses around the elementary school in nine rural schools of Cerro de San Pedro, a municipality located in the state of San Luis Potosí (SLP), Mexico. The work has the purpose of analyzing how rural schools disputed with local communities the construction of the senses of education within the framework of the post-revolutionary educational project. The Cerro de San Pedro schools offer an ideal space to identify various local dispositions and responses to the post-revolutionary project of rural schools. To carry out this research I have resorted to the Historical Archive of the Secretaría de Educación Pública, the Rural Schools of San Luis Potosí fund (AHSEP, ERSLP). In addition, I have collected oral testimonies from teachers, and students from these schools, as well as various local files, letters, and photographs. The work of these schools required the deployment of negotiation strategies with the communities for the construction of the senses of education and to achieve the gradual appropriation of the primary school.

Keywords:
rural schools; post-revolutionary period; Cerro de San Pedro; negotiation; appropriation