Renovacions pedagògiques a Catalunya al s. XXI. Resistència educativa i transformació social en el context neoliberal
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ENG- Since the creation of educational systems in Europe - at the time of the birth of the modern nation states and the development of the industrial revolution - there have been currents, approaches and experiences that have questioned their value and meaning. From different perspectives, more or less critical of the capitalist political and economic system, it has been considered that schooling in the 19th and 20th centuries reproduced inequality, sought to keep the working classes in ignorance and turned schooling into an instrument of obedience, the inculcation of patriotic habits, the imposition of Christian moral principles and the perpetuation of sexism. In Spain, the introduction of compulsory schooling began in the 19th century, but its development was slow and irregular. At the beginning of the twentieth century, school conditions were dire, pupils suffered harsh discipline, learning was merely the transmission of decontextualised knowledge through textbooks designed as instruments of cultural homogenisation, and the teacher was the state representative and the executor of a classist and sexist educational policy.
In a convulsive political context with continuous alternations in power, education is a key element in building a fairer, more democratic and egalitarian society for progressive forces of all stripes. This approach was particularly evident in Catalonia, where educational projects and proposals, inspired and nourished by the ideas of the international movement of the Escola Nova (New School) and by educational experiences of a workers' and libertarian nature, shaped an era marked by pedagogy until the arrival of the Franco regime. The first third of the 20th century is, therefore, a fundamental period for understanding the role of the school in emancipatory terms, for understanding the role of education in building a freer society, and for understanding the foundations of what came to be known as the Pedagogical Renewal: A complex, plural and diverse phenomenon that articulates the aspirations for a transformation of the school in humanist terms and that is projected to the present day.
In this thesis we approach the historical significance of the Pedagogical Renewal and its principles as a general framework from which to analyse the current educational transformations in Catalonia. This is because a new drive for renewal has shaken up the Catalan educational panorama at the dawn of the new millennium, marked by globalisation, the fourth industrial revolution, climate change, depoliticisation, the rise of feixism, the decline in the quality of democratic regimes and the intensification of the process of neoliberalisation in all spheres of life, a new key to the return of capitalism. These elements, among others, constitute the set of current educational challenges that some educational associations and institutions are facing from a critical and emancipatory perspective, and are committed to a profound change in their pedagogical proposal, redefining their school grammar. It is a complex, plural and heterogeneous phenomenon that sometimes draws inspiration from the renovating references of the past, but often in a sidelined or partial way
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