Abstract
In this study, I examine the extent to which technical-professional education during Primo de Rivera´s dictatorship in Spain influenced the creation of a new middle class of technicians by means of the decrees of the Industrial Education Statute of 1924 and the Professional Staff Training Statute of 1928. These initiatives were aimed at the working class and the petty bourgeoisie that were to later become the supporters of the State´s social and corporative system as well as the promoters of the country´s modernization. However, the disconnection between the economic and social reality, on the one hand, and the State´s objectives, on the other hand, led to the failure of these projects that were decisively interrupted by the establishment of the Spanish Second Republic in 1931. In researching this study, I focus on the legislation enacted on this matter and other printed sources including specialized journals of this period, theoretical writings of contemporary authors and abundant archival material on the dynamics of the industrial schools that were created thanks to this new project.
Highlights
Tion of a new middle class of technicians by means of the decrees of the Industrial Education Statute of 1924 and the Professional Staff Training Statute of 1928. These initiatives were aimed at the working class and the petty bourgeoisie that were to later become the supporters of the States social and corporative system as well as the promoters of the countrys modernization
The disconnection between the economic and social reality, on the one hand, and the States objectives, on the other hand, led to the failure of these projects that were decisively interrupted by the establishment of the Spanish Second Republic in 1931
I focus on the legislation enacted on this matter and other printed sources including specialized journals of this period, theoretical writings of contemporary authors and abundant archival material on the dynamics of the industrial schools that were created thanks to this new project
Summary
La idea de Jeffrey Herf sobre el «modernismo reaccionario»4 sirve para entender cómo, cuando el autoritarismo se apoyó tanto en el esquema racional como en lo afectivo en un momento de crisis del liberalismo y de industrialización[5], la tradición y la tecnología moderna se pudieron encarnar a través de un cuerpo social medio de técnicos que fortaleciesen el sentimiento nacional. Se estaba creando un nuevo perfil humano, una nueva clase media, emancipada de las leyes del mercado y puesta al servicio del Estado, cuya posición social dependía del beneficio social que su ejercicio profesional podía aportar al bien común[9]. La profesión provee a las clases medias de subsistencia y de ganancias[14], y el segundo autor hace referencia a todos aquellos oficios técnicos y profesionales de índole no directiva cuya posición se afirma, no por el control respecto a los modos de producción, sino por el control de su propio trabajo, entendido como la autodirección para llevar a la práctica laboral sus propias. Los miembros asalariados de esta nueva clase media, procedentes de las filas de la «aristocracia obrera» e incluso de los antiguos grupos intermedios, aplican sus conocimientos al trabajo y crean una conciencia de clase común más allá de su función técnica, que les permita ascender socialmente
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