Peron's Consolidation of Power

Argument 2: During his terms in office, Juan Peron reorganized the education system and successfully used it for the purposes of political indoctrination of the Argentine citizens.

        Peron established, “in February 1948, a separate, independent education ministry, the Consejo Nacional de Educación (National Education Council—CNE), headed by Oscar Ivanissevich.” This ministry was henceforth to coordinate the supervisory boards of educational institutions at all levels and institute infrastructural changes in the education system, which included the construction of new schools all over the Republic, such as vocational and adult schools. “Scholarships were awarded to needy pupils and assistance of various kinds was furnished to facilitate school attendance, such as the provision of transportation to and from school and the establishment of school cafeterias offering free, hot meals.” As a result, the number of pupils attending school increased from 420 000 in 1946 reaching to 1.5 million. Moreover, the ministry of education introduced new textbooks and courses for all levels of education, which were “to convey Peronist messages wrapped in a great deal of national rhetoric.” These textbooks had to include, “the national anthem, the preamble to the 1949 constitution, the declarations of political and economic independence, the rights of children and the elderly, and a few words about ‘People's Loyalty Day’.”  In addition, the book, La razón de mi vida (My Mission in Life), by Eva Peron became mandatory reading in all educational establishments. “Teachers were also ordered to use appropriate extracts from this book in Argentine history classes. Every single word in Eva Perón's book—whether noun, adjective, verb, or conjunction—was furnished with a linguistic explanation and interpretation.” Teacher guides and other didactic aids were published by the ministry to accord with the regime's stated goal of “transmitting the values of the Peronist doctrine to the young.” 

Part C: Evaluation of Sources

        Monica Esti Rein’s Politics and Education in Argentina, 1946 – 1962 was published in 1998 by M.E. Sharpe. The main purpose of this book is to “analyze the link between politics and education against the backdrop of the changing social conditions in Argentina under the regime’s of Peron, Lonardi and Aramburu (the liberating revolution), and Frondizi.” It is a valuable contribution to the study of Argentine history as it covers every aspect of the education system under Peron’s rule and the years after him as well. In addition, its clear and concise language and style make it an easy – read and particularly suitable for undergraduate courses, as well as “specialists concerned with education in Latin America, comparative educators and educational historians in general, including anyone interested in better understanding the role of the school in social and ideological reproduction.”  This book, as such, has no limitations as it is very informative on the subject and provides in-depth analysis.

        Greenwood Press published The History of Argentina by Daniel K. Lewis in 2001. The purpose of this book was “to provide a brief overview of Argentina’s complicated history.” This up-to-date and accurate history of Argentina provides a solid and engaging introduction to the persons, events, and factors that have helped shape the nation. This book covers the entire history of Argentina from pre-Columbian times to 2001, outlines the connections between the colonial era and the 19th century and focuses closely on the last three decades of the 20th century, during which Argentina dealt with the legacies of Peronism and of military dictatorship. Also included is a timeline of historic events in Argentina, biographical sketches of key people in its history, a glossary of terms, and a bibliographic essay of works in English for further study, making it a valuable source.  It is an easy – read and informative, hence it would be best recommended for undergraduate Latin American courses and students and others seeking to research on Argentine history. However, the written style of the book does not engage and attract the reader, despite of its detailed information about the subject.

Part D: Analysis

        Since Peron’s inauguration to his downfall, Peron diligently worked towards personalizing power in both the political and social sectors of Argentina. Peron effectively reorganized the government and fought any opposition that expressed anti-Peronism. First and foremost, Peron was successfully able to centralize Argentina under one party that was under his personal control and which aimed to spread Peronist beliefs throughout Argentina. Under a single party, Peron then was able to play the central role in controlling party membership and leadership, centralizing decision-making and policy implementation. As a result, it became very difficult for the opposition to influence government policies or instigate any anti – Peronism beliefs.  If the opposition voiced any beliefs that went against Peronism, Peron acted immediately and had them arrested. By replacing the opposition, Peron ensured that his supporters were in office and that they respected his leadership. Apart from controlling and personalizing the government parties, Peron further extended his power to the media, which therefore increased his power to influence the thoughts of the Argentine citizens.  Censorship reduced the power of opposition to gain support as it restricted them from voicing their opinions, thus disallowing the public to question any of the policies or decisions made by Peron and his government.  As well as according to Lawrence Britt, the author of Fascism Anyone? (2003), “the mass media were under strict direct control and could be relied upon never to stray from the party line … the result was usually success in keeping the general public unaware of the regimes excesses.”  By controlling the media and using it as propaganda, Peron was able to indoctrinate the public on Peronism by instilling the values, thoughts and beliefs of Peronism.

In addition, Peron successfully incorporated the principles of the Peronist ideology into the education system. The organizational stage of the education system, which began soon after the implementation of a separate, independent education ministry, reflected the Peronist drive to centralize the system and put it under direct government control. Furthermore, with the increased enrollment in elementary and secondary schools and the expansion of new schools Perón was able to provide every single individual with a basic education. Peron believed that Argentine citizens would not be able to receive the new messages the regime sought to convey unless they knew how to read and write. Thus, after the new schools had been established and the organizational modifications to the education system had been made that “new, flagrantly Peronist messages” began to be disseminated among the Argentine citizens in the classrooms.  Moreover, the new curriculum was to give all pupils the same training, in keeping with the regime's concern for fostering uniformity of thought as a means of preventing dissension. Uniformity in the school system was designed to ensure that at all levels of education pupils would continue to receive the same messages and to absorb the same principles. According to the author of Politics and Education in Argentina, 1946 – 1962, Monica Esti Rein, “undeniably, there was no room here for ideological pluralism or for educational content that differed from what the regime sought to implant. This was a strong manifestation of the regime's ambition to dictate educational content and to control the minds of the pupils.” “Nationalism gradually became synonymous with Peronism, so that an emphasis on national values was also an emphasis on Peronist values. Perón wanted this Argentine culture, with the nationalist feelings it embodied, to reach every citizen in the country; and every citizen was expected to accept and identify with the new culture.” Thus, pluralistic, creative, varied thinking was rejected, and replaced by a uniform ideology imposed by the authorities. As Oscar Ivanissevich said, “the teacher's constant goal must be to give all pupils the same education, whatever their backgrounds, because the goal was to create one kind of Argentine.” Hence, “the ideal product of this sort of education, which Peron aimed at, was a well-brought-up, sensitive individual, adaptable and obedient, accepting what others decided for him, and not a sharp, thinking intellectual, curious and critical, and always looking for alternatives.”

Part E: Conclusion

        Juan Peron was successful in personalizing power through the reorganization of the government and the education system. He met resistance to the opposition with force by arresting the members of the parliament that expressed anti – Peronism as well as limiting them from the access to the media. Furthermore, he aimed to reorganize the education system because, as Peron stated in a speech, "we have been fighting for five years now so that this just, free, and sovereign New Argentina might grow, ... but we know that the future is in the hands and the souls of children and young people...." This being so, Perón believed that time and special attention should be devoted to them, thus resulting in his best attempts to increase the number of schools and the number of children attending these schools. As a result, with the increase in the enrollment of the children, Peron was effectively able to indoctrinate the children and disseminate the beliefs of Peronism.   In conclusion, Peron efficiently instilled the Peronist ideology into the Argentines and was successful in peronizing Argentina during his presidency.

Part F: Bibliography

Adams, Jerome R. Liberators and Patriots of Latin America: Biographies of 23 Leaders from Dona Marina (1505-1530) to Bishop Romero (1917-1980). Jefferson, NC: McFarland, 1991. Questia. Web. 26 May 2012.

Crassweller, Robert D. Peron and the Enigmas of Argentina. New York: W. W. Norton, 1987. Questia. Web. 26 May 2012.

Hodges, Donald C. Argentina, 1943-1976: The National Revolution and Resistance. 1st ed. Albuquerque: University of New Mexico Press, 1976. Questia. Web. 26 May 2012.

Lewis, Daniel K. The History of Argentina /. Westport, CT: Greenwood Press, 2001. Questia. Web. 26 May 2012.

Mimmack, Brian, Daniela Senes, and Eunice Price. History: 20th Century World Authoritarian and Single-Party States. England: Pearson Education Limited, 2010. Print.

Most, Benjamin A. Changing Authoritarian Rule and Public Policy in Argentina, 1930-1970. Boulder, CO: Lynne Rienner, 1991. Questia. Web. 26 May 2012.

Norden, Deborah L. Military Rebellion in Argentina: Between Coups and Consolidation. Lincoln, NE: University of Nebraska Press, 1996. Questia. Web. 26 May 2012.

Rein, Mónica Esti. Politics and Education in Argentina, 1946-1962. Armonk, NY: M. E. Sharpe, 1998. Questia. Web. 26 May 2012.

Rock, David, ed. Argentina in the Twentieth Century. London: Gerald Duckworth, 1975. Questia. Web. 26 May 2012.

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