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The paper studies the particularities of the educational policies of the Popular Unity. To answer this question, the context has been recreated and the main issues and conflict of these policies are explored. This objective is original because most of the investigations on this regard have studied the logic of the groups that fought to govern the country, have highlighted the differences between the educational projects of past governments or have evidenced the controversies surrounding the Unified National School. To achieve this answer, the study carried out an exhaustive review of the main primary and secondary sources in this matter [ABSTRACT FROM AUTHOR]

Within the actual debate on citizenship within democracy, admitting a crisis in educational matters is highly relevant (NUSSBAUM, 2010; BERKOWITZ, 2001). Thus, if we want to understand why the ancient educational image is problematic and unsatisfying to the citizens of democratic governments, it is unavoidable, from the history of philosophy point of view, to quote the teaching of preeminent political theorists. Needless to say, the power of education in forming people's character and opinions is widely recognized. Nonetheless, by looking at the history of the institution, it seems obvious that its purpose is not only to form habits but to circumscribe the knowledge of the persons in such a way as to make one set of opinions always inevitable (RUSSELL, 1961). Current paper reveals the theoretical presuppositions of the political and educational doctrines of two main figures of Ancient and Modern times, namely, Aristotle and Locke, respectively. Further considerations will ensue on whether the ancient image of virtue, or its antagonism and possible use in liberalism, has any power to represent the present conditions of equity and justice sought after in civil life within Latin American democracies. [ABSTRACT FROM AUTHOR]