ABSTRACT

The General Education Law was approved half a century ago. It was designed by Francoism to reform the educational system, adjusting itself to the liberal-developmental approach that Franco’s regime followed in its last few decades. The oppression that the so-called “vernacular languages” were subject to during the former years of Francoism made their learning recognition stand out amidst the rest of the changes and developments that this law provided. The aim of this paper is to review the concepts and measures that structured Francoist educational politics in regard to languages. Special attention will be paid to the causes, foreseen in the Libro Blanco (Spanish for “White Book”), that fostered the change established in the 1970 Law. The idea will be presented that the incorporation of regional languages in the new policies happened to fulfil the idiomatic regulations requested by UNESCO and the Catholic Church, and to meet the need to cope with the popular currents of linguistic demand emerging in the scenario of socio-labour conflict that characterised the final years of the dictatorship. This moment was determined by the tensions generated within a system reluctant to change its traditional values, although it was forced to resolve the external and internal pressures that urged it to recognise the multilingual reality of the Spanish State in schools.

摘要

《普通教育法》是半个世纪前批准的。它是佛朗哥主义设计的，旨在改革教育体系，调整自身以适应佛朗哥政权在过去几十年中所遵循的自由发展方针。在佛朗哥主义的前几年，所谓的“白话文”所受到的压迫，使得它们的学习认可在该法律所规定的其他变化和发展中脱颖而出。本文的目的是回顾在语言方面构建佛朗哥教育政治的概念和措施。将特别关注Libro Blanco中预见的原因（西班牙语“白皮书”），促进了 1970 年法律的变革。我们将提出这样的想法：将地方语言纳入新政策恰好是为了满足联合国教科文组织和天主教会要求的惯用语规定，并满足应对独裁统治最后几年社会劳工冲突中出现的流行语言需求潮流的需要。这一时刻是由系统内部产生的紧张局势决定的，该系统不愿改变其传统价值观，尽管它被迫解决外部和内部压力，促使其承认西班牙国家在学校中的多语言现实。