ABSTRACT
During the period 1821-1847, the capital of the ancient Kingdom of Guatemala began a process of transformation from a federal sociopolitical organization towards a Republic, which, finally, was consolidated in 1871. Within this model of social organization, the implementation of the educational system was a key factor that ensured the development of children, and contributed to the entry into the power framework of a particular social group of the Guatemalan population: the ladino or mestizo. During the last quarter of the nineteenth century, there was a sense that these revolutions could be made possible by means of the diffusion and dissemination of diverse ideas, especially in Guatemala City, through literary societies and education conferences. During the administration of the dictator Manuel Estrada Cabrera his staff introduced changes in the liberal project, mainly related to a search for other ways to construct identity through the national education system and teaching methods.
