Journal for Educators, Teachers and Trainers

Abstract

Along the text we intend to reflect upon the possibilities and the meaning of (re)founding the narrative about the Argentinean High School in the first half of the 20th century. Thus, we have directed research towards the defiance of an authorized view of education by focusing on a case analysis: The National School in Mar del Plata. Through a narrative approach and on the basis of School Memory as a central category, we have harvested the practices and experiences of the diverse social actors implied, which upset the metanarratives that abound in Educational History