Publication: El imaginario medieval en la universidad franquista.
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2001
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Universidad Carlos III de Madrid. Instituto Antonio de Nebrija de estudios sobre la universidad
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Abstract
En su visión de la Universidad, al menos en la primera década del Régimen, el franquismo partió de tres lecturas aparentemente
contradictorias de la educación superior: el idealismo falangista de preguerra, las posturas de Renovación Española y la derecha reaccionaria en general, y el ejemplo (fascista) italiano. Un elemento común a estos tres universos conceptuales fue la referencia sesgada a la Edad Media universitaria como modelo. Este horizonte cuajó en el mito del Colegio Mayor, eje de la nueva legislación universitaria, nunca aplicada. Hasta avanzado el franquismo se percibe la influencia de este planteamiento singular.
In its concept of University, at least during the first decade of power, the franquist regime proposed three apparently contradicting views of post-secundary education: the pre-war falangist idealism, the positions of Renovación Española and the right-wing reactionaries in general, and the (fascist) italian example. One common element to there three conceptual universes was the biased reference to the middle ages university as a model. This visión took sharpe in the muth of Colegio Mayor, turning point of the new university legislation never implemented. Even in late franquism one detects the influence of this singular school of thought.
In its concept of University, at least during the first decade of power, the franquist regime proposed three apparently contradicting views of post-secundary education: the pre-war falangist idealism, the positions of Renovación Española and the right-wing reactionaries in general, and the (fascist) italian example. One common element to there three conceptual universes was the biased reference to the middle ages university as a model. This visión took sharpe in the muth of Colegio Mayor, turning point of the new university legislation never implemented. Even in late franquism one detects the influence of this singular school of thought.