Stronista regime and its influence on the configuration of the school system and school practices (1954-1970)
This paper studies the transformation of the school system in Paraguay, specifically during the 1957 reform carried out under Alfredo Stroessner’s dictatorship. It is assumed that changes in school practices and normative engineering are part of the radical transformation that took forward the authoritarian political order in an international context which promoted and financed policies on modernization and development. The authors have analyzed ministerial resolutions, school regulations, and official communications between authorities of the Ministry of Education and Culture and people responsible for the repressive dictatorial apparatus. My conclusion is that educational reforms were used to create a new symbolic order and worked as police apparatus playing a distinctive part in the repressive system during the dictatorship.
Paraguay, Stroessner regime, education reform of 1957, school practices, control, repression.