Resumo

ZAMORA, Sara Ramos  e  ROMERO, Teresa Rabazas. The reception of the Personalized and Community Pedagogy in Spain in the Franco’s dictatorship. The case of Madrid. Cad. Hist. Educ. [online]. 2022, vol.21, e113.  Epub 13-Set-2022. ISSN 1982-7806.  https://doi.org/10.14393/che-v21-2022-113.

Personalized teaching is a pedagogical trend that was originated in France in the post-war context of the World War II. It emerged as a response to the identity crisis of the subject caused by European totalitarianisms. In Spain, the reception and appropriation of this pedagogical trend took place at the end of the sixties during the Franco’s dictatorship, a political context far removed from the French or the Italian. It will be introduced through the works and publications of the Professor of Experimental Pedagogy at the Complutense University of Madrid (Spain), Victor García Hoz; and on the other hand, through the Teresian Institution (TI). This article focuses especially on the latter, exposing the different initiatives that the organization developed to train its female teachers in the pedagogical principles of Pierre Faure's pedagogy as well as the practical application that these teachers developed in schools run by TI.

Palavras-chave : Personalized and community education; Víctor García Hoz; Teresian Insitution; Madrid; Francoism.

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