University Trajectory: Medieval Foundations to Modern Reforms
University: Concept and Evolution
The idea of Universitas includes the pursuit of truth, freedom, democracy, and critical thinking, which can achieve emancipated forms of life by challenging the subtle forms of oppression in society. Traditionally elitist, universities were created in medieval times to provide training for certain professions. They permitted upward mobility for broad social sectors and are now producing significant scientific knowledge.
Medieval Origins
Early Schools and Liberal Arts
The university originated during the Middle Ages. Initially, these were parochial and episcopal schools, which educated young men who could then choose to continue their studies and enter the priesthood or opt for marriage. Priority was given to the seven liberal arts:
- Grammar
- Rhetoric
- Dialectic
- Arithmetic
- Geometry
- Astronomy
- Music
Formation of Universities
They comprised groups of apprentices in a trade (profession). These groups organized spontaneously as universities—associations arising from the merger of small student groups (brotherhoods) working alongside a teacher. They were supported by the Sovereign or the Pope, thus escaping the tutelage of the bishop or the commune.
Universities in the Rio de La Plata
Colonial Education and Jesuit Influence
In this region, education was established as an unequal relationship, a relationship of domination in which Indigenous peoples had to accept being educated in the dominant culture to retain their basic rights. In 1613, the Jesuit Diego de Torres founded the College of Cordoba, which was later transformed into a university.
Post-Jesuit Era
The expulsion of the Jesuits produced an educational vacuum. Schools then remained in the hands of the Dominicans and Franciscans.
19th Century University Developments
New Purpose and Social Change
The University found a new meaning for its existence, linked to the search for truth for truth’s sake. The professional monopoly conferred by a college degree replaced the honors conferred by nobility of blood.
Key Legislation and Political Ties
In 1884, Congress passed Education Law 1420: Common, Free, Secular, and Compulsory. In 1885, Law 1597 (the Avellaneda Law) for universities was passed. The university was closely tied to political power and constituted a necessary step to reach it, thus exercising selective control over access to higher education.
The University Reformation of 1918
Context and Influences
The Reformation had no definite ideology but was derived from several perspectives, stemming from the context in which it emerged: the First World War, the Socialist Revolution of 1917, the rise of positivism in Europe, urbanization, and the emergence of the middle class.
Core Tenets of the Liminar Manifesto
The Liminar Manifesto of 1918 advocated for:
- Anti-clericalism
- Student participation in governance (co-governance)
- Social solidarity
- Americanism
Key Demands and Ideals
It claimed student co-governance, academic freedom, and regulation of entry into teaching and the academic schedule. It proclaimed Latin American anti-imperialism, signifying that Latin American countries shared common problems.
Post-1930: Crisis and Transformations
Authoritarian Impact and the Infamous Decade
Authoritarian regimes grew strong after 1930, impacting universities and strengthening the professional model. This period is known as the Infamous Decade. This led to the erosion of university autonomy and the diversion of resources to research institutions controlled by the executive branch.
Mid-Century Political Shifts and Education
- 1946: The Peronist regime, linked to Catholic nationalism, did not fully embrace popular participation in universities and was hesitant towards modern pedagogical concepts.
- 1955: The military government that followed produced no major structural changes but permitted the return of socialist, democratic, progressive, and radical teachers and academics. Psychoanalysis began to disseminate.
- 1966: The dictatorship of Onganía suppressed union activity and university autonomy, leading to a “brain drain“.
- 1973: At the end of this dictatorship, programs in social psychology, psychiatry, and psychoanalysis emerged.
Dictatorships and Democratic Return
- 1976: The military coup besieged education with three scourges: dictatorial repression, economic disaster, and neoliberal social policies.
- 1983: The Alfonsín Government saw the return of university autonomy and co-governance.
Neoliberal Reforms in the 1990s
The Menem Government’s liberal education policy aimed to comply with World Bank directives. This called for a decentralized school system, transfer of services to the private sector, under-funding of public and higher education, and more flexible teacher hiring. Education was increasingly treated as a commodity. This period led to the passage of the Higher Education Law (LES).