El maestro rural como agente de cultura alternativa durante la transición española: el caso de la provincia de Salamanca

Abstract

This article examines the educational practices of the members of the movements for pedagogical renovation during the transition to democracy in the rural province of Salamanca. It aims to illustrate important characteristics of educational practices of the period and to contribute to the understanding of the nature of the transition in the rural and conservative areas of the country. In the rural context of Salamanca the members of the pedagogical movements served as mediators between the dissident culture of the urban centers and the small villages. Due to their pedagogical methods they were able, at least for a short time, to transform the rural school from a conservative element into a factor of change in the rural areas.