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The objective of this article is to study the formation of the postrevolutionary Mexican State based on the actions undertaken by rural teachers belonging to the Ministry of Public Education (SEP). From these actors a cultural revolution was programmed and undertaken at the national level, which established as a mission to integrate and incorporate the masses of peasants and workers into the national culture. In this sense, the teachers functioned as articulators between the communities and the national State, they became pedagogues, organizers of peasants and workers; promoters of unity and legitimacy through songs, dances, theater and oratory, introducing the new heroes and principles of the Revolution to political processes and local artistic expressions. (Kay, 1997, p.57) The work consists of two sections. In the first one it refers to the educational actions undertaken by the State as manifestations against alcoholism, Day and Tree Week. These projects were executed by state governors, municipal presidents, teachers and students, who were responsible for touring the streets shouting and shouting slogans against alcoholism and the damage it caused. The second section refers to the work of teachers, especially in their respective communities where they organized clean-up campaigns, sporting events, tree planting and formation of parent committees to raise funds for the construction of schools. At the same time, teachers are analyzed as articulators between the national State and rural communities. To realize the socialist project, the professors organized plays, founded night schools, chaired meetings and gave lectures to the citizens of the community. Likewise, the professors became popular leaders, because they advised and founded labor unions; In addition, they created Agrarian Committees, of which they themselves were established as leaders. |
