Open AccessPedagogical thought of liberation in the preludes of the Cuban Revolution (1930-1958)
Author(s) -
Alicia Conde Rodríguez
Publication year - 2021
Publication title -
latinoamerikanskij istoričeskij alʹmanah
Language(s) - English
Resource type - Journals
eISSN - 2713-0282
pISSN - 2305-8773
DOI - 10.32608/2305-8773-2021-30-1-121-146
Subject(s) - homeland , hegemony , destiny (iss module) , democracy , politics , national consciousness , sociology , independence (probability theory) , colonialism , consciousness , historiography , gender studies , social science , political science , law , epistemology , statistics , physics , mathematics , astronomy , philosophy
The Cuban Revolution of 1959 is preceded by cultural and political projects founded in the Neocolonial Republic that contributed, to a greater or lesser extent, to the formation of a Cuban consciousness and to the fracture of American hegemony that guaranteed the absorption of the country's riches. The pedagogical thought that emerged from public and private school was undoubtedly one of the most significant contri-butions to the revitalization of the spiritual values of the nation that had been enshrined in the wars of independence of the nineteenth cen-tury. In particular, pedagogy whose theoretical and practical bases com-promised the liberation of all the powers and servitudes that constitu-ted, in the Republic, the survival of colonialism. The urgency of con-tinuing the completeness of the picture of the history of education and pedagogy in Cuba is noted. National history cannot be subtracted from the influx of teachers and educators who planted homeland from the classroom and influenced the cultural and political destiny of the Cuban nation. The current debate on Cuban culture should place education as a central issue of society. The scientific and democratic school, as befits the most advanced of our liberating thinking, is still an aspiration today.