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

Resultado de la investigación

Resumen

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.
Idioma originalEnglish
EstadoPublished - sep 2018
EventoTICCIH 2018 Congreso Chile: Patrimonio Industrial. Entendiendo el pasado, haciendo el futuro sostenible - Santiago
Duración: 13 sep 201814 sep 2018
http://patrimonioindustrial.cl/tich/index.html

Conference

ConferenceTICCIH 2018 Congreso Chile
Título abreviadoTICCIH 2018 Conference
PaísChile
CiudadSantiago
Período13/9/1814/9/18
Dirección de internet

Huella dactilar

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

Citar esto

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

2018. Papel presentado en TICCIH 2018 Congreso Chile, Santiago, .

Resultado de la investigación

TY - CONF

T1 - INDUSTRIALIZATION AS A DRIVER FOR EDUCATION

T2 - The Survival of Fundidora’s Adolfo Prieto School System

AU - Reyna Monrreal, Juan José

PY - 2018/9

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N2 - 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.

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.

M3 - Paper

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