As a materialization of the Mexican Project 1920-1970

The period between 1920 and 1970 is the moment when education had the greatest relevance for shaping the country. This document analyzes educational infrastructure as the materialization of Mexico’s national ideals. Following the Mexican Revolution in 1920, education and the way its demands were met with infrastructure represent one of Mexico’s most significant transformations to date. Educational infrastructure and all the issues surrounding it not only supported the national goal of literacy for the population, but also contributed to the integration of a population fragmented by conflicts and characteristics of the country, as well as disseminating the newly constructed national identity. Furthermore, the educational infrastructure developed during this period was crucial for national economic projects, including the subsequent industrialization of the country.

The research focuses on five different primary schools located in Mexico City and built during this period (1920-1970). Each of these case studies architecturally represents the materialization of an educational program and thus the political, social, and economic ideals of the country during its implementation. The objective of this analysis is not in any way to hierarchize the schools or case studies, but to advocate for educational infrastructure as one of the best tools to address the country’s educational backlog. This is not only in relation to the way these spaces are used for education, but also emphasizing how these schools manifest the country’s interest in education.