Publication: Memoria del primer franquismo. Mujeres, niños y cuentos de infancia
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2013
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Abstract
El primer franquismo (1939-1951) fue un régimen poco apto para el desarrollo de la escritura orientada a los niños. La posguerra condicionaba el estado de ánimo general de la población, y la literatura infantil quedaba relegada frente a asuntos más urgentes. La gravedad del tono cultural de la época dificultaba además el tono adecuado para este tipo de relatos. Por si ello no fuera suficiente, el modelo educativo franquista fomentaba un tipo de narraciones de tipo utilitario o, como se decía entonces: formativo, cuya misión era contribuir al modelo de estado de los vencedores. Bajo un estado de concepción organicista, los cuentos de infancia y sus personajes eran materia especialmente delicada que, como otros registros de la mentalidad social, debía atender al fin político: la formación de los niños y de las niñas al servicio de la nación española. El estudio que sigue abordará los siguientes temas: el contexto histórico y la situación de las mujeres de la guerra civil al primer franquismo; la educación de las niñas en los años cuarenta y los primeros cincuenta; la educación sentimental de las chicas españolas a través de los cuentos; las historietas y los tebeos; y finalmente el aprendizaje juvenil de las chicas en las novelas rosa. Se hace alusión al trabajo de una importante nómina de escritoras españolas que, pese a las dificultades, intentaron producir personajes atractivos y cercanos a la experiencia infantil en publicaciones periódicas muy elaboradas y populares que son hoy uno de los testimonios más reveladores de la educación sentimental de las niñas y las jóvenes de la posguerra española.
The first Franco´s Spanish times (1939-1951) were unsuitable for the development of a writing style aimed at children. The postwar conditioned the general mood of the population, and children's literature was relegated. The severity of the cultural tone of that time also hindered the right tone for these stories. As if that were not enough, the educational model promoted a kind of Franco utilitarian narratives or, as they said: formative, whose mission was to help the state model of the victors. Under a state of organismic conception, childhood tales and characters were an especially delicate matter and, as other records of the social mentality, they might serve the political purpose: the education of boys and girls in the service of the Spanish patriotic nation. The following essay will address the following topics: the historical context and the situation of women and childhood from the civil war to early Franco; the education of girls in the forties and early fifties; the sentimental education of the Spanish girls through stories, cartoons and comics, and finally: the girls learning in romance novels. It is made a reference to the work of an important Spanish women writers payroll that, despite the difficulties, tried to produce attractive characters near the childhood experience. They are today ones of the most important testimonies sentimental education girls and young women in the Spain Civil Post War times.
The first Franco´s Spanish times (1939-1951) were unsuitable for the development of a writing style aimed at children. The postwar conditioned the general mood of the population, and children's literature was relegated. The severity of the cultural tone of that time also hindered the right tone for these stories. As if that were not enough, the educational model promoted a kind of Franco utilitarian narratives or, as they said: formative, whose mission was to help the state model of the victors. Under a state of organismic conception, childhood tales and characters were an especially delicate matter and, as other records of the social mentality, they might serve the political purpose: the education of boys and girls in the service of the Spanish patriotic nation. The following essay will address the following topics: the historical context and the situation of women and childhood from the civil war to early Franco; the education of girls in the forties and early fifties; the sentimental education of the Spanish girls through stories, cartoons and comics, and finally: the girls learning in romance novels. It is made a reference to the work of an important Spanish women writers payroll that, despite the difficulties, tried to produce attractive characters near the childhood experience. They are today ones of the most important testimonies sentimental education girls and young women in the Spain Civil Post War times.
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Historia, España, Franquismo, Mujeres, Infancia, Educación, Cuentos infantiles, Tebeos, Novelas rosas, Escritoras españolas, History, Spain, Franco's time, Women, Children, Education, Children tale stories, Comics, Cartoons, Romantic novels, Spanish women writers
Bibliographic citation
Huguet, Montserrat. Memoria del primer franquismo. Mujeres, niños y cuentos de infancia. 2013