Children’s education and mental health in Spain during and after the Civil Warpsychiatry, psychology and “biological pedagogy” at the service of Franco’s regime

  1. Amparo Gómez 1
  2. Antonio Fco. Canales 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Paedagogica Historica: International journal of the history of education
  1. McCulloch, Gary (ed. lit.)
  2. Brewis, Georgina (ed. lit.)
  3. Pozo Andrés, María del Mar del (coord.)

ISSN: 0030-9230

Year of publication: 2016

Issue Title: ISCHE (London): education, war and peace

Volume: 52

Issue: 1-2

Pages: 154-168

Type: Article

DOI: 10.1080/00309230.2015.1133669 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Paedagogica Historica: International journal of the history of education

Abstract

This article analyses the child psychiatry and psychology developed during the Spanish Civil War and immediate postwar period. The aim is to demonstrate that, despite the existence of a certain degree of disciplinary continuity in relation to the pre-war period, both disciplines were placed at the service of Francoism. This meant that the association of psychology and psychiatry with pedagogy in order to educate/cure children played a key role in legitimising the child intervention policies of Franco’s regime, and this strategy was best reflected in Vallejo Nágera’s proposal regarding “biological pedagogy”. Finally, it analyses how psychiatry and psychology were used outside the school context to re-educate and control an infant population trapped between two worlds as the result of the Civil War.

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Funding information

This work was supported by the Ministerio de Econom?a y Competitividad of Spain under Grant FFI2012-33998.

Funders

Data source: Dialnet