Abstract
This article analyses the schooling process in rural areas of Galicia (Spain) from the mid-nineteenth to the mid-twentieth century, considering educational initiatives promoted by both the state and the rural population. The former, which were governed by the official school culture, were driven by a moralistic approach; the latter, within the framework of popular school culture, were essentially aimed at literacy. The confrontation that arose between the two initiatives was finally resolved in favour of the official school. Our main goal here is to analyse how popular schools (ferrado schools) were perceived by official culture (school administrators and education experts) as well as by those who were directly involved as protagonists, i.e. the schoolteachers who ran these schools (escolantes) and their pupils.
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