RT info:eu-repo/semantics/doctoralThesis
T1 Un silencio que grita. Represión, miedo y resistencia. La voz de las familias del magisterio republicano renovador de Segovia
A1 Valdivieso Bermejo, Sara
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Educación - Historia
K1 Pedagogical renovation
K1 Renovación pedagógica
K1 Republican teaching
K1 Magisterio republicano
K1 Francoist repression
K1 Represión franquista
K1 Families
K1 Familias
K1 5506.0 Historia de la Educación
AB The republican renewalist teaching profession was a group of teachers who, at the beginning of the 20th century, undertook a profound transformation of education. Inspired by the principles of the ‘Institución Libre de Enseñanza’, these teachers defended an active, secular pedagogy centred on the integral development of pupils. Their aim was to form a critical citizenship, committed to democratic values and social transformation. During this period, Segovia was one of the provinces that employed a large number of these innovative teachers. Thanks to their work, innovative pedagogical proposals were initiated which would later spread to the national context.However, their political and educational commitment made them the target of harsh repression after the military uprising of 1936. Many of the professionals who championed the pedagogical renewal prior to the uprising were severely persecuted. This violence went beyond the personal sphere, seriously affecting their families. The aim of this study is to analyse the experience and feelings of the families of some of the teachers who had a decisive influence on the pedagogical renewal in the province of Segovia.For this purpose, a qualitative study was carried out, based on the biographical-narrative method. The information was collected through in-depth interviews with the descendants of these teachers, complemented by a documentary analysis of personal archives, purge files and the press of the time. The data analysis was structured around a system of categories that made it possible to identify recurrent themes –the figure of the teacher, repression and historical memory– and to give meaning to the experiences recounted.The results show the existence of a fragmented and truncated memory, marked by pain, imposed silence and invisibility. Many families were unable to pass on their history, which has led to a rupture in intergenerational memory. Through family narratives, experiences have been recovered that reveal both pride in the figure of their ancestors and the suffering resulting from stigma, loss of opportunities and inherited fear.This study allows us not only to reconstruct an essential part of the history of education in Segovia, but also to make visible the emotional and symbolic impact that this repression had on the families. Acknowledging these experiences is an act of memory, justice and dignity towards those who defended a freer, more democratic school committed to the common good.
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/77831
UL https://uvadoc.uva.es/handle/10324/77831
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 21-oct-2025