We want to study in this part the evolution of designs and educational achievements in Latin Americas. It is located in a cultural-historical framework that explains and gives meaning to these concepts and achievements.
However, this approach requires, taking into account historical and super conditions structural who made not only emerge but also curb the educational concepts and educational achievements. Celles - ci are directly linked to the formation, evolution and struggles of different classes and social forces.
II.1. the hegemony oligarchico-liberal (1880-1920)
The period of the years 1810-1825 brand accession to independence of the South American countries. At this time, most of the former colonies were civil wars ended with the triumph of the fraction of the oligarchy Earth and market, linked to the external market (second half of 19th century). The interests of this class are expressed in a new project in development of an export economy of materials first in concordance with the expansion of international capitalism. So these social formations are incorporated at the end of the century, the system of international division of labour with the specific functions: Production and export of raw materials and food for the dominant centres of industrial economy, market for industrial products and area of investment for the capitals of centres [10]. Therefore, the countries and regions which have complied with the implementation of this division of labour have experienced considerable growth. In this perspective, there is also as a result "a structural complexity and uneven and combined development occurring both on the economic plan only if social and cultural plan and which lasts until today» [11].
At the end of the 19th century, the young Latin American republics are transformed into liberal States, the image of Europe and North America. They had adopted almost ' all this ideology. Everything suggested that they were the 'europeanisation '. This especially economic liberalism was a protection of the interests of elites which coincided with the development of capitalism at the international level.
All these liberal regimes had adopted the motto of Bacon: "order and progress". National progress here basically means the possibility for the elites to achieve models of consumption and education of the developed countries of Europe and the United States of America. This gave rise to dictatorial decisions, for example the abolition of the community property and the native agrarian system. Therefore, "the dismemberment of the peasant communities [...]". led by the social implications, to aggravate the rural problem. The year 1910 marked the beginning of the revolution and 80% of the country lacked land and had to work as i.e. workers agricultural "peones», in large properties" [12].
The Liberal oligarchy has produced intellectuals within which it recruits the great figures of the liberal thought Latin American. Therefore, these regimes were able to maintain the cultural and ideological monopoly even in times of political and economic crisis.
The influence of intellectuals is located at the level of the hegemonic superstructure (education, press, edition, etc.). The impact of intellectuals in the development of the oligarchic theories still constitute a barrier difficult to overcome for the new agents of social change. They were to write the history of the Latin American countries, to disseminate and make internalize this story through the educational system. They offered to new generations an mystifiée image of national unity, "the image of a"homeland"forged by a progressive lucid aristocracy, obscuring the nature historical and structural dependency" [13]. The application of the Liberal oligarchic ideology served to conceal the entire history of the struggles of the social forces and classes, the profound inequalities, exploitation of large majorities.
However, it served as breeding ground for criticism of oligarchic power. These criticisms have left intact the structural, economic and social roots. It was then that were born of protest civilians [14] movements which claimed amplify the participation of all and everyone in political affairs, through the vote.
Finally, these movements have fallen because of their inability to formulate a new model of economic, social and educational development. It is in this perspective that pops up "University reform of 1918" from Córdoba in Argentina, that spread throughout Latin America and was a TFC
