Transformational International Educational Impact by Interests and Values of the State and Society

Abstract

The transformation and evolution of educational systems has been linked to universal world history. From the figure of "governess" in the middle age to the current innovative models worldwide, educational models and systems have been required that are attached to the needs of students but also to the interests of the State and society. This research is contextualized, worldwide, in the second half of the 20th century (World War II) and how this process impacted, as an example, an educational system that is highly recognized today: the Montessori Model. The importance of the Italian Method can be seen by being supported by the "Duce" Benito Mussolini in founding the Royal School of the Montessori Method and by his ideological "affinity" with Germany. However, there are also cases in which teachers and researchers coincide with the regimes, transforming their philosophical and critical position. Coming to cost them the oblivion of their great works, as is the case of Martin Heidegger. From the Mexican aspect, the revolutionary, developmentalist and current educational movement attached to the figure of the Autonomous University is considered. Considering it necessary to adopt a position towards Zemelman's reality, it is impossible to omit these events that impact education itself. Therefore, applying a qualitative methodology, using historical, dialectical and analytical-synthetic methods, and directed by a documentary technique, the main research question is addressed: How has it influenced political-social movements in Mexico and the world in the educational field? Delimiting chronology and eventually research, worldwide since the Second World War and in Mexico since the revolutionary process. Establishing that the future of national and world education is in the hands of the subjects that intervene in the international educational scenarios.