Abstract

This article analyzes the implementation of the San Carlos Experimental Education Plan between 1944 and 1948, within a context in which a state of commitment integrated education, science, and politics to consolidate democratic development. Through a critical analysis of sources-including two reports previously unexamined by historiography, produced by commissions appointed by the Minister of Education between 1946 and 1947, as well as texts published by left-wing parties within the governing coalition-the study explores the political and theoretical-pedagogical foundations of this educational experiment.The analysis reveals that the commissions positively evaluated the Plan's development. Moreover, among the political and social actors involved, three distinct positions emerged regarding the relationship between politics and education, and their corresponding visions of hegemony: a conservative stance (espoused by right-wing parties), a technocratic-political approach (advocated by left-wing parties during the Radical governments), and a pedagogical-political vision (promoted by coalitions of teachers and Plan administrators). The project spearheaded by teachers-rooted in a comprehensive view of the school as both an engine for community development and a democratizing force for learning aimed at class and gender equality, with a strong emphasis on rural territories-challenged the centralized, hierarchical, unequal, and rote-based structure of the national education system, thereby undermining its oligarchic foundations.The article reflects on the intersections between politics and education, particularly the conceptualization of the latter as a mere instrument or technical means, the disregard for pedagogical theory, and the hegemonic position adopted by left-wing parties, which are identified as key factors explaining their lack of committed support for the project-ultimately leading to its termination at the onset of the Cold War .