Periodization of the life and educational work of Margot Machado Padrón

Abstract

Introduction: The histories of educational works are fully justified in the present day, as corroborated by Pestana (2023) in explaining their relevance in the 21st century. Therefore, they are an important component of the History of Education, which urgently needs well-oriented research whose contributions enhance the theoretical and practical understanding of education, since the authentic roots of pedagogy are found in the past. For these reasons, topics related to the educational works of representative figures in education constitute an important way to recognize the achievements and potential they possessed at different historical moments, and in turn, serve to enrich and correct current pedagogical practice. This article is a partial scientific result of a qualitative historical-educational research project that aims to disseminate the periodization of the life and educational work of Dr. Margot Machado Padrón, a representative figure of 20th-century Cuban education. Materials and methods: The research was based on the dialectical materialist method; In addition to using theoretical methods such as analysis and synthesis, historical-logical analysis, moving from the abstract to the concrete, and systematization, empirical methods such as biographical research, interviews, document analysis, and discourse analysis were employed. Research techniques such as interviews and testimonies were also used. Results: The periodization revealed Margot Machado Padrón as a faithful exponent of education in the Neocolonial Republic and in the first stage of the Revolution in power, heir to the best of 19th-century educational thought. Three stages were established: Background (1909-1927), from her birth until her graduation as a teacher; First stage: Professional, pedagogical, and political initiation (1927-1935), from her time as a rural teacher until her promotion to urban public schools; Second stage: Professional, pedagogical, and political maturity (1935-1960), encompassing her work as a principal, provincial inspector, founder of Lincoln School, her involvement in the struggle against the Batista dictatorship as provincial coordinator of the 26th of July Movement, and her subsequent appointment as Technical Undersecretary of the Ministry of Education after the revolutionary triumph. Discussion: The periodization presented demonstrates that Margot Machado Padrón's professional life underwent a process of upward growth, evolving from a rural public school teacher to Technical Undersecretary of the Ministry of Education. Simultaneously, she transformed from a rank-and-file patriot into a prominent clandestine fighter against the Batista dictatorship and later, into a key figure in the transformation of the Cuban educational system during the early years of the Revolution. Conclusions: The periodization shows that Margot Machado Padrón was an heir to the educational thought of the 19th century, whose greatest exponent was José Martí, and her teaching and sincere patriotism represent a paradigm for new generations of teachers. His Lincoln School project took into consideration Cuban pedagogical traditions, specifically Martí's contributions to education, demonstrated in secular, scientific, nationalist education for life.