Dos modelos de maestra en la escuela de la transición. Un estudio a través de relatos biográficos

Abstract

This paper gathers the testimony of two female teachers, trained as such at the end of Franco's regime and during the transition to democracy. It explores the role of women teachers in the transformation of the school and in the implementation of educational reforms in the last third of the 20th century, a line of research that has been little addressed in the historical-educational literature. It uses two life stories as a methodology, constructed through sixteen semi-structured interviews, and complemented with the analysis of public documents and others provided by the teachers themselves. The research shows how, despite sharing an initial training lacking in relation to practice and didactic training, the teachers embody, from their professional beginnings, two different ways of conceiving their commitment to education, one more critical, focused on social and educational renewal and transformation, and the other more traditional, closer to a maternal role, with greater consideration of values such as effort and obedience. The research evidence the importance of introducing a gender perspective in the study of the role of teachers and the influences received in the process of school transformation since the transition to democracy.