|Euskal eskolaren eraikuntza XX. mendean zehar forma desberdinak hartu dituen prozesu historiko gisa ulertzen bada ikastolak frankismoaren garaiko baldintza sozial, ekonomiko, politiko eta kulturalen abaroan erdiesten den eredu nagusia da. Ikerketa honen helburua 1960tik aurrera sortzen eta hedatzen joan zen ikastolen mugimendua aztertzea da, zehazki familien eta irakasleen motibazioetan, antolaketa horizontala eta komunitarioan eta bere hautu pedagogikoetan arreta jarriz. Metodologian ikastolei buruzko azterketa dokumentalaz gain ahozko historiako teknika erabili da, orduko protagonistak izan ziren andereñoei eta guraso antolatzaile eta bultzatzaileei zuzendutako hogei elkarrizketa egin dira. Informazio hau transkribatu eta kategorizatu da, gerora interpretazioa burutuz. Emaitzetan gerraurreko esperientzia pedagogikoek izan zuten garrantzia atzematen da, besteak beste, Donostiako Muñoa Eskola, Eusko Ikastolen Batza, Tolosako ikastola, baita horretan engaiatuta zegoen Emakume Abertzale Batza erakundea ere. Praktika eta esperientzia horiek gerra zibilarekin desagertu ziren arren, badago transmisioa gerraurreko belaunaldiaren eta 60. hamarkadan abiatzen ari denaren artean zenbait elementu jasoz eta mantenduz eta beste zenbait irauliz. Sortze momentuko ezaugarri hauek, baina, aldatzen joango dira ikastolen mugimendua hazten doan heinean eta bereziki 1970.eko Ley General de Educación-tik eratorritako baldintza berriak ikastolek ere bete behar izan zutenean.
Analisian zehar Andereñoen Erresidentzia, Irakasleen Elkartea edota Gordailu bezalakoek jokatutako papera aletzen da, baita euren artean izan zuten harreman estua ere, beti ere euskal jendartean gertatzen ari ziren aldaketa sozial eta kultural zabalagoen baitan.
If the construction of the Basque school system during the 20th century is taken as a historical process that has followed various different routes, the Ikastolas are the main model in terms of achievement under the social, economic, political and cultural conditions of the Franco era. The aim of this study is to examines the Ikastolas movement that emerged and has spread since the 1960s, focusing specifically on families’ and teachers’ motivations, Ikastolas’ horizontal and community organization, and their pedagogical decisions. In addition to the documentary examination of Ikastolas in our methodology, we also used an oral history technique, and held interviews with twenty of the young women teachers who were the main players, organizers and promoters of the movement. This information has been transcribed and categorized for later interpretation. The results show the importance of pre-war pedagogical experiences such as Muñoa School at Donostia, Eusko Ikastolen Batza (‘Ikastolas’ Committee’), Tolosa Ikastola, as well as the closely connected Emakume Abertzale Batza (‘Patriotic Women’s Committee‘). Although these activities and experiences were stopped by the Civil War, later on there was transmission between the pre-war generation and the one which began, in the 1960's, by taking on and using some features, while not making use of some others. Those characteristics at the time of founding the Ikastolas, however, changed as the movement grew, and particularly when they had to comply with the new conditions set by the General Education Law passed in 1970. Our analysis examines the role played by Andereñoen Erresidentzia (‘Women Teachers’ Residence’), Irakasleen Elkartea edota Gordailu (‘Teachers' Association or Store’), as well as the close relationship they had with each other, always taking into account the wider social and cultural changes that were taking place throughout Basque society.
