The study of rural normales has predominantely focused on the first two decades after the Mexican Revolution and relied on historiographic approaches. Scholars have tended to look at these institutions as forms through which the state, the newly-formed Mexican regime, consolidates itself. In other words, they have argued that these have served to create popular support, or forming teachers that would function as “intermediaries” between the government and society. Some historians see these institutions as part of an overarching proyecto de nacion (national project) that sought to educate de massess and modernize Mexico through education. Historians like Tanalis Padilla (2016) and Alicia Civera Cerecedo (1997; 2008) have also studied the impact these institutions have had on the lives of the students, arguing that the normales promoted social mobility, access education and formed students as local leaders and activists.
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She argues that normales rurales had an essential role in creating a base of support for the political machinery that would eventually become the Partido Revolucionario Institucional and allow it to remain in power for more than 70 years. Focusing on the states of Puebla and Sonora, Vaughan also points out that the peasentry engaged in the school’s organization, voiced their concerns on education while they also help these institutions work. Thefore, she considers normales spaces of dialogue between society and the
She argues that normales rurales had an essential role in creating a base of support for the political machinery that would eventually become the Partido Revolucionario Institucional and allow it to remain in power for more than 70 years. Focusing on the states of Puebla and Sonora, Vaughan also points out that the peasentry engaged in the school’s organization, voiced their concerns on education while they also help these institutions work. Thefore, she considers normales spaces of dialogue between society and the