Un viejo proyecto educativo ilustrado transportado a la sociedad liberal mexicana

  1. Arredondo, Adelina
  2. González Pérez, Teresa
La Constitución de Cádiz. Genealogía y desarrollo del sistema educativo liberal: XVII Coloquio Nacional de Historia de la Educación. Cádiz, 9-11 de julio de 2013
  1. Espigado Tocino, M. Gloria (dir. congr.)
  2. Gómez Fernández, Juan (ed. lit.)
  3. Pascua Sánchez, María José de la (ed. lit.)
  4. Sánchez Villanueva, Juan Luis (ed. lit.)
  5. Vázquez Domínguez, Carmen (ed. lit.)

Publisher: Sociedad Española de Historia de la Educación ; Servicio de Publicaciones ; Universidad de Cádiz

ISBN: 978-84-9828-437-9

Year of publication: 2013

Pages: 187-196

Congress: Coloquio de Historia de la Educación (17. 2013. Cádiz)

Type: Conference paper


The century of the lights represented the introduction of other spaces of education for girls, because the illustrated people were interested in their education. While his proposal did not mean an alteration of the existing order, one introduced changes in the life of the women. Cultural difference and ignorance of men women continued marking sexual segregation of knowledge. They hardly received instruction and when it was easier; almost always, it was for strengthening domestic knowledge that empower them to discharge their lofty mission at home. Apart the intellectual training, doomed to ignorance and far from knowing the life of women, they were focused on the domestic world. According to data available at the end of this century only 13% of women had some kind of instruction compared to 43% of men Under the reign of Carlos III, the Government made several educational reforms. It was paid greater attention to education to promote the development of the country and the access of the popular sectors to education as a way to improve their condition. In 1768 the King issued ground rules to encourage the establishment of free schools for girls. He ordered councils that were in charge of creating free girl's schools and assigning teachers. In 1783 was enacted by Royal Charter the "Regulation for the establishment of free schools in the districts of Madrid". Later reached the dissemination projected to spatial and temporal level. The aforementioned regulation arose in the context of the Enlightened Spain of the last third of the 18th century and moved to the Republican Mexico, a different and distant geographical space. Forty-three years later, eight thousand miles away, decreed the use of that regulation in the North of the Mexico. In this paper we propound a series of questions to which we intend to respond: 1st How did come this regulation from the Bourbon Spain until Mexico? 2nd Why was used that standard-setting instrument? 3rd What connections were between free schools for girls of the Spain of Carlos III and a mining town of Aridoamerica? 4th What resemblances and similarities between Iberian schools and those inhabiting the Arid North America whom that regulation was intended? 5th How to fit teaching practices on the other shore with different rhythms of schooling? We intend to rebuild the conditions and determinations of free schools for girls in same times and places. Public school meant again social and gender inequalities in the established social order. We will analyze how they were and how regulated free schools for girls in Madrid in 1783. We will also explain what the purposes of these schools were and how they operated. We will then describe the geographical and socio-political context of the North of Mexico, as well as the purposes of the public policies of the independent State to 1826, concerning the education of women. We will conclude in what were then the aims of free schools for girls in a federal Republic of liberal Court in the arid zone and will justify why the old regulation issued by Carlos III in Spain was adopted. We hold this study on primary sources and secondary sources to reconstruct the different geographical and socio-political contexts.