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294:, leader of the university reform in Peru, founded the Popular Revolutionary American Alliance, the original student demands evolved into a vigorous and ambitious political, social, and economic movement. The Cordoba Reform had a tremendous impact in most Latin American universities, and would even inspire the leaders of the 1960s student movement in industrialized countries.
60:. The reform set up the freedom for universities to define their own curriculum and manage their own budget without interference from the central government. This has had a profound effect on academic life at the universities through the nationalization process that boasts academic freedom and independence throughout the university life.
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The objectives of the 1918 Cordoba Reform were promptly adopted by many student organizations, and one by one, from
Argentina to Mexico, Latin American universities experienced unprecedented uprisings. The same year the reform statutes were enacted into law at Córdoba, they were extended to the
277:. This produced a general uneasiness of the public throughout the country, which forced President Yrigoyen to appoint his Minister of Justice and Public Education, José S. Salinas, as a new intervenor of the university. The decree of the university reform was redacted on October 12, 1918.
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of the faculties, and commanded the democratisation of the university's statutes. But the students were not to be part of this process, since the conservative
Antonio Nores was voted Rector of the University, against the wishes of the students.
384:, frequently joining them in demonstrations and protests. Another consequence has been the politicizing of the student centers for the elections inside the universities, with which they are usually connected, identified with, and supported by
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citizens . The universities' authorities were selected by them, and professors were appointed for life. Professors also decided on the subjects to be taught, usually following the preferences of the Church and suppressed modern ideas such as
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f) Institutionalization of mechanisms to protect academic freedom, including the implementation of "free teaching" (docencia libre) to ensure academic pluralism and to break the monopoly of teaching enjoyed by senior professors
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g) Promotion of new ideas, innovative methods of teaching, changes in exam systems, optional classroom attendance, original research, and a rejection of dogmatism, all leading to the replacement of theology by positivist
135:, probably the most conservative in Argentina at that time, demanded a revision of the university's statutes to modernize and democratize them. They succeeded in creating student centres, but their demands were ignored.
290:, and subsequently endorsed by the International Student Congress on University Reform held in Mexico City in 1921, with the participation of delegates from Latin America, United States, Europe, and Asia. In 1924, when
239:"emerged as a revolution ‘from below’ and ‘from inside’ against what was considered as a very old type of university". The conflict started with a lateral problem, the cancellation of the patients beds at the
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d) Tuition-free education and open admission to all academically qualified applicants, in order to replace the elitist and archaic 19th century university with a democratic, modern and mass university.
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h) Selection of faculty through open, competitive examinations in order to counteract nepotism and patronage, and promotion of professors on the basis of merit and achievement rather than seniority.
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j) An understanding of university life as a truly communitarian experience, therefore encouraging the development of a population of full-time professors and full time students.
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The students occupied the faculties' premises, so classes could not be restarted regularly. They resisted the police and were finally driven out by force by the
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José Matienzo was named intervenor of the university, and he confirmed most of the irregularities described by the students. He declared vacant the positions of
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b) A linkage between student politics and national politics in order to mobilize the university toward the solution of economic, social and political problems.
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a) Institutionalization of student participation in university councils, joining professors and alumni in a three-party system known as co-governance.
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that exist up to day. Likewise México, but in 1921, the
Peruvian Royal and Pontifical University of San Marcos granted the autonomy of the nowadays
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c) An emphasis on university extension, particularly courses for workers that would lead to the development of fraternal bonds with the proletariat.
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365:. The repercussion went further even eliciting the autonomy of the Royal and Pontifical University of Mexico granted in the 1920s into the
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University of Buenos Aires and later to other
Argentinean universities. Its principles were included in the 1920 manifesto of the
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i) The enlargement and diversification of professional training through the establishment of new professional schools.
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Since
University Reform, student organisations have maintained close links with workers' organizations and
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By the end of the 19th century many changes were taking place in
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The success of the students' demands in Córdoba soon spread to other important universities such as the
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On March 31, 1918, when classes should have been restarted, the students organised another
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in large waves, new ideas arrived with them which were opposed to the old
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Elizalde, Guadalupe, Piedras en el Camino de la UNAM, EDAMEX, 1999 p.49.
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The demands of the students can be summarized in four main topics:
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e) A defense of institutional autonomy with respect to the state.
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180:: education programs and syllabuses free of Catholic dogmatism.
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The most important features of the Reform described in the
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History of
Education: Cordoba's University Reform of 1918
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The
University Reform Movement (UFM) in Argentina, or
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Carmen
Bernand, « D’une rive à l’autre »,
453:, 2008 (Latin-Americanist Review published by the
557:History and consequences of the University Reform
120:of the secret vote brought the less conservative
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474:Arocena, Rodrigo; Sutz, Judith (November 2005).
459:http://nuevomundo.revues.org//index35983.html
20:Students raise the flag of Argentina at the
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237:Movimiento de la Reforma Universitaria
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413:Science and technology in Argentina
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578:History of education in Argentina
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371:National University of San Marcos
573:History of Argentina (1916–1930)
551:La Reforma Universitaria de 1918
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398:Argentine University Federation
303:National University of La Plata
288:Argentine University Federation
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307:National University of Tucumán
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461:Accessed on 28 July 2008.
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52:and spread to the rest of
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68:Further information:
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317:countries: first to
241:Hospital de Clínicas
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170:No tuition
126:presidency
114:oligarchic
110:immigrants
64:Background
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500:0018-1560
359:Venezuela
335:Guatemala
164:curricula
128:in 1916.
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347:Paraguay
331:Colombia
309:and the
245:hospital
231:Conflict
185:Features
421:(essay)
355:Ecuador
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139:Demands
124:to the
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363:Mexico
343:Brazil
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100:Darwin
88:clergy
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455:EHESS
419:Ariel
323:Chile
267:Deans
496:ISSN
361:and
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327:Cuba
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28:The
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