The Argentine State was born in the mid-19th century, and one of his first actions was to organize the educational system. State intervention sought to take charge of many educational functions held by the Church at the time of the nationalization of church property. With a centralist tendency, merged with the society by ordering the will according to the needs of the current Government (political, economic, or repressive) corpus. In the first instance the oligarchic State (1880) took charge with the intention to institutionalize its authority, consolidate the national identity and build the State itself. To this end, he appealed to ideological penetration, namely its symbolic production capacity to create a sense of belonging in order to ensure the governability of the mass through education.
This symbolic burden should be weight just to create new Argentines in the conviction that the established order was that they themselves wanted. But, on the other hand, managed to generate a system of social stratification according to interests of the sector leader / dominant, contrary to the ideals of liberalism raised in the Constitution and in the newly passed law 1420. From here begins a gradual process of politicisation of education and culture, becoming both in matter of State. ation. Trying to build the nation and, at the same time, be likened culturally to the large foreign contingents that they arrived to the country. There is sufficient evidence to hold that with the generation of the ‘ 80s until 1916 (Asuncion de Irigoyen), were prescribed in the Argentine educational system (SEA) rituals, the definition of the curriculum, the design of school practices and the imposition of a pedagogical and social authority that predominate for a long time. The path of progress and setbacks, authoritarianism, poverty, policies of structural adjustment, etc., contributed to make the State was losing its ability to organise and give step, in the last hundred years, to a speech bordering on neutrality school; current allusions resort on the fragmentation of the system, contents emptied speeches, the decline of the former teacher authority and the absence of ideologues and ideologies reformers and visionary. .