Mujeres y renovación pedagógica: la aportación de las educadoras a la construcción de la democracia (España, 1960-1990)

The project we present is a continuation of the project entitled Totalitarianisms and internal exile of female educators in Spain (1923-1975): silences, resistances and resignifications (PID2019-105817GB-I00). The scientific advances achieved by the applicant team in the previous project have contributed to the study of the professional trajectories of women educators who were repressed, punished and punished with internal exile in the two totalitarian periods. The project we propose aims to complete the genealogical cartography of these educators (teachers, secondary school teachers, teachers in teacher training colleges, university teachers), which will allow us to know whether or not they continued in the teaching profession, those who continued to work, to analyse how the new pedagogical apprenticeships were configured, as well as to outline the forms of resistance that many of them adopted to continue developing a renovating pedagogy on the margins of the formally recognised educational canons, among other aspects. As a novelty, it expands the groups of women educators to be investigated, as well as the time frame up to 1990, including the late Francoist period and the period of democratisation of the country, which will allow us to analyse the continuities and discontinuities in the discourses and pedagogical practices of women educators in the twentieth century. Since the end of the 1960s, the Movements for Pedagogical Renewal have been created, outside the law, in which many female educators took part. These social and pedagogical movements promoted teacher training outside the official teaching system, encouraged critical reflection on teaching practice and dialogue between schools and their immediate environment. The Spanish Transition brought with it reforms in teaching practices and educational content that required, with feminist and critical pedagogical approaches, attention and analysis. From their resistance, they placed themselves on the margins of the formal education system, an innovative aspect that we intend to investigate, because women acquired an essential role in the renovating movements of education. This places all these women educators on the margins of conventional educational practices, directly affecting the construction of their identities in the teaching profession, their general approaches to education and their own specific educational practices. Studying them will allow us to understand how they renegotiated the gender pact. As part of these movements, we also want to analyse the link between teaching, educational renewal, feminism and pedagogical reform as another new axis of this proposal. The aim is to study those 20th century educators who, based on feminist approaches, revised the androcentric and sexist school model (in today's terminology), proposing coeducation as an alternative proposal to improve women's education and ensure shared access for girls and boys to the same schools and the curriculum. We will be involved in the review of those self-managed groups, assemblies, nuclei of educators by areas of knowledge within schools and secondary schools in order to find out the connections and joint commitments to socio-educational change. We are also interested in the equalities or differences between the different regions and in countries of the southern axis of the European continent: Portugal, Italy and Greece.