INDUSTRIALIZATION AS A DRIVER FOR EDUCATION: The Survival of Fundidora’s Adolfo Prieto School System

Research output: Contribution to conferencePaper

Abstract

Under the leadership of the Spaniard don Adolfo Prieto, Fundidora established its first school, Escuela Acero, in 1911, right within the grounds of the steelworks, as a means to bring education to the children of the workers. According to Prieto’s vision, education was one of the main drivers of individual and social progress. As the company expanded, it created additional schools that could serve the worker’s families, which were being allocated to the suburban developments that Fundidora was financing. The 1950s Fraccionamiento Buenos Aires, and the 1970s Fraccionamiento Adolfo Prieto, were planned as decentralized communities, beyond the grounds of the smelter, but with their own company-run elementary schools and associated kindergartens. Though relatively altered through time, the three schools remain today, witnesses and survivors of the history of Fundidora, the Government, and society.
Original languageEnglish
Publication statusPublished - Sep 2018
EventTICCIH 2018 Congreso Chile: Patrimonio Industrial. Entendiendo el pasado, haciendo el futuro sostenible - Santiago, Chile
Duration: 13 Sep 201814 Sep 2018
http://patrimonioindustrial.cl/tich/index.html

Conference

ConferenceTICCIH 2018 Congreso Chile
Abbreviated titleTICCIH 2018 Conference
CountryChile
CitySantiago
Period13/9/1814/9/18
Internet address

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school system
industrialization
driver
smelter
school
worker
Spaniard
education
kindergarten
witness
elementary school
leadership
history
community

Cite this

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title = "INDUSTRIALIZATION AS A DRIVER FOR EDUCATION: The Survival of Fundidora’s Adolfo Prieto School System",
abstract = "Under the leadership of the Spaniard don Adolfo Prieto, Fundidora established its first school, Escuela Acero, in 1911, right within the grounds of the steelworks, as a means to bring education to the children of the workers. According to Prieto’s vision, education was one of the main drivers of individual and social progress. As the company expanded, it created additional schools that could serve the worker’s families, which were being allocated to the suburban developments that Fundidora was financing. The 1950s Fraccionamiento Buenos Aires, and the 1970s Fraccionamiento Adolfo Prieto, were planned as decentralized communities, beyond the grounds of the smelter, but with their own company-run elementary schools and associated kindergartens. Though relatively altered through time, the three schools remain today, witnesses and survivors of the history of Fundidora, the Government, and society.",
author = "{Reyna Monrreal}, {Juan Jos{\'e}}",
year = "2018",
month = "9",
language = "English",
note = "TICCIH 2018 Congreso Chile : Patrimonio Industrial. Entendiendo el pasado, haciendo el futuro sostenible, TICCIH 2018 Conference ; Conference date: 13-09-2018 Through 14-09-2018",
url = "http://patrimonioindustrial.cl/tich/index.html",

}

Reyna Monrreal, JJ 2018, 'INDUSTRIALIZATION AS A DRIVER FOR EDUCATION: The Survival of Fundidora’s Adolfo Prieto School System' Paper presented at TICCIH 2018 Congreso Chile, Santiago, Chile, 13/9/18 - 14/9/18, .

INDUSTRIALIZATION AS A DRIVER FOR EDUCATION : The Survival of Fundidora’s Adolfo Prieto School System. / Reyna Monrreal, Juan José.

2018. Paper presented at TICCIH 2018 Congreso Chile, Santiago, Chile.

Research output: Contribution to conferencePaper

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AB - Under the leadership of the Spaniard don Adolfo Prieto, Fundidora established its first school, Escuela Acero, in 1911, right within the grounds of the steelworks, as a means to bring education to the children of the workers. According to Prieto’s vision, education was one of the main drivers of individual and social progress. As the company expanded, it created additional schools that could serve the worker’s families, which were being allocated to the suburban developments that Fundidora was financing. The 1950s Fraccionamiento Buenos Aires, and the 1970s Fraccionamiento Adolfo Prieto, were planned as decentralized communities, beyond the grounds of the smelter, but with their own company-run elementary schools and associated kindergartens. Though relatively altered through time, the three schools remain today, witnesses and survivors of the history of Fundidora, the Government, and society.

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