Resumo

BANEGAS, Sonia Mercedes; MOYANO, María Estela  e  MAZZOLA, Daniel Alejandro. The high normal school of Cordoba (1942-1946): from rethinking a provincial identity to the making of a teacher identity. Cuad. Fac. Humanid. Cienc. Soc., Univ. Nac. Jujuy [online]. 2015, n.48, pp.237-257. ISSN 1668-8104.

Our research contributes to the knowledge of an innovative educational experience for that time, examining how the authors of the project built a teaching identity that recovered a provincial identity and showed the commitment of a group of intellectuals from Córdoba with the transformation of society.             We approach the construction of teacher identity of the first Normal School of Cordoba in 1942, an issue that reminds us to inquire about the socio-historical founding process in which its agents, Intellectuals defined by the Reform of 18 ', formulated a pedagogical project that encouraged the education reform of the province.             These actors put up for debate the focus Buenos Aires-the rest of the country as a category of opposites that do not allow thinking in national reality, varied, complex and troublesome historical modalities.  In this contrast of interests, the provincial identity of resistance was built, a breakdown. This ideological speech reconfigured a teacher identity that involved the state, the institution, its teaching practices and the community.             We conceive teacher identity as a social construction that articulated what is individual and collective in the institution. This process was generated in the framework of a social historical context in which Cordoba was configured as a tension space between a traditional and modern society when a group of intellectuals originated an education project.              This brief educational experience, configured teacher identity from an ideological speech of the state and recognized an activist attitude, responsible, based on regional peculiarities.             The sources of information used are magazines and texts produced at that time, complemented with interviews to teachers and ex-students of the school

Palavras-chave : Alternative thinking; Escuela Normal Superior de Córdoba; Intellectuals reformists; Povincial identity; Teaching identity.