The Escuelas Centrales Agrícolas (Central Agriculture Schools) and the Escuelas Regionales Campesinas (Regional Peasant Schools) (1926–1934) assumed the ideal of post-Revolutionary governments to train teachers and agriculturalists in order to transform the countryside. These schools were founded in ex haciendas with mostly pre-revolutionary infrastructures. This article focuses on a little-studied aspect: the relations between authorities and teachers, on the one hand, and the peasants who lived in the perimeters of the haciendas, on the other. It analyzes the problems that emerged because the schools didn’t follow their original goals and became dual institutions with conflicting goals: agricultural development and education. The article also demonstrates that, because of their ambiguous functions, the responsibilities and authority of the teachers went much further than their role as teachers. Because of official guidelines that emphasized productivity over teaching and because of the inefficiency, bad faith, and corruption of its main administrators, the Central and Regional Schools, in many cases, aggravated the unjust situation of the people.
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