Suchergebnisse

In the early 1930s, the cultural policy of Mexico in relation to the rural population was finally adopted and the main instruments for the consolidation of the post-revolutionary state were determined. The first priority in post-revolutionary Mexico was to carry out a large-scale education reform among the rural Indigenous population. The article considers the key points of the rural schools project in Mexico in the 1930s and the characteristics of its practical implementation in the state of Yucatan. The study of the issue was made possible due to the wide involvement of the archival materials that constitute the fund of the "Department of Rural Schools" of the Historical Archives in the Ministry of Public Education of Mexico, in particular, the methodological works written for missionary teachers, the reports of school inspectors and rural schools directors. The analysis of the office documents from the Mexican Ministry of Public Education demonstrated a discrepancy between the expectations of the education reform as part of the strategy for the integration of the indigenous population, and its practical results. The study of the educational policies of the post-revolutionary Mexican government in the state of Yucatan made it possible to conclude on the passive resistance of the rural population to the new socio-cultural elements in the country, as well as to understand the specifics of the interaction between the different levels of government in the region in the field of education policy.

This article focuses on the study of the characteristics of the sociocultural policy of the Mexican state in relation to the indigenous population in the 1910–1920s – a period of revolutionary transformations and the building of a "new type" society in Mexico. During the Mexican Revolution, the "Indian question", along with the work and agrarian question, became a key point in the policy of the revolutionary governments. The importance of the popular education issue in Mexico in the first post-revolutionary years was determined by the fact that three quarters of the population did not have access to the state education system, as well as by the existence of numerous ethnosocial groups, territorially and culturally separated from each other and the rest of the country. It should be emphasized that the 1910–1920s were marked by the genesis of numerous theories of the unification of Mexican society and the integration of the native population, as well as by the introduction of modern, experimental teaching methods (in particular, the rationalist and socialist school), the purpose of which was to translate into reality the Revolution ideals and build a new Mexican society. The policy of integrating the native population of Mexico was carried out through numerous educational projects, which include the "cultural missions", "Indigenous Student House", "House of the People" and others. Analysis of archival materials related to the preparation of the first «cultural missions», as well as the functioning of educational institutions designed to educate the indigenous student, made it possible to identify the characteristics of the socio-cultural integration of the rural population of Mexico during the above period.