Political and social factors that led to the official recognition of Rudimentary Schools in 1911

Abstract

The primary objective of this study is to provide a contextual analysis of the political and social phenomena that led to the official recognition of Rudimentary Schools (1911-1917) in Mexico, a form of education specifically aimed at indigenous and rural communities. Additionally, the study examines other factors that influenced the development of rudimentary education, such as the federalization of education and the need for a centralized educational authority. While these latter elements were not the core focus of Rudimentary Schools, over time, a conceptual link was established between them. The article is divided into two sections: (a) The problem of educational deficiencies in Indigenous and rural areas, which presents an overview of the educational conditions in indigenous communities, highlighting a deficient educational system that failed to contribute to the intellectual or social development of indigenous populations. This situation underscored the urgent need for specialized educational initiatives in these areas. (b) The political projects behind the enactment of the Rudimentary Schools Act, which analyzes the various governmental strategies required to establish said law at the federal level. This section also explores how the initiative served broader political interests beyond merely providing education to marginalized sectors of the population.