Política, educación e ideología en el primer gobierno del PSOE (1982-1996)escolarización y secularización

Laburpena

The main objectives of this thesis are to analyze what the PSOE decided to do or not do to overcome the historical backwardness of Spain in education (quality and extension of education, gratuity, right to education, etc.) and to overcome the historical conflict between the Church and State in education (right to religious and moral education, freedom of choice of center, functions of each of the school networks, educational concerts, etc.). To meet these objectives, this project has been located in the hermeneutical paradigm. First, we consider that in politics, ideology and education there are historical conflicts. Second, the role of the educational historian is to capture what is significant and relevant, selecting from a present and a specific place. Third, the role of the history of education is to compose a discourse that creates and assigns meanings that broaden and rearrange memory and forgetting. Consequently, the methodology is qualitative and comparative, interpretive and descriptive. The core of the sources is constituted by the congressional resolutions and the electoral programs of the PSOE, the parliamentary debates, the legislation, the works of the rulers themselves, the interviews carried out with them, the publications of the MEC and the generalist and educational press of the epoch. It also has important internal documents from the MEC and the PSOE from various archives. The sources are completed with a program of interviews with prominent protagonists of the educational policy of the PSOE and the MEC, related to the LODE, the LOGSE and the LOPEG. The Spanish Transition began with the death of the dictator Francisco Franco and ended with the victory in the 1982 general elections of the PSOE, which would rule until 1996. The Transition implied the creation of a new political regime, that is, of new procedures and norms for access and management of power. Within this process there was a great educational reform with two objective degrees: clarifying the role of the Church's school subsystem and solving the deficient schooling. The PSOE participated decisively in this process, with important changes in its ideas. Although the political reform had practically been completed in 1982, this was not the case with the educational reform, and it was the PSOE that completed it during their governments. We start from the basis that the educational policy of the period is the result of the dialogue between the recognized actors in the political regime that emerged from the Transition. On the one hand, the sectors of the dictatorship that participated in the Transition, such as the Church, who wanted to maintain the status quo. And, on the other hand, a Spanish left with no connection to that of the beginning of the century due to Franco's repression and that wanted to connect education and the economy. Thus, the PSOE found it impossible to repeat the attempts at nationalization of the 1930s and sought a peaceful homologation of the Church's school system as a legitimate institution of the new political regime. This was done through the LODE of 1985. He also considered it desirable to extend the deficient schooling and increase the obligation to 16 years of age in order to integrate Spain into the European Union. This was done through the LOGSE of 1990. The perceived deficiencies in these laws motivated the enactment of the 1995 LOPEG. In short, this thesis studies the continuities and discontinuities of the ideology of the PSOE in education in the 1970s, 1980s and 1990s (participation, subsidies to private schools, role of the State in education, etc.), paying special attention to the internal life of the party.