Atilio Borón , 'El fascismo como categoria historica: en torno al problema de las dictaduras en America Latina', in Rev. Mex. de Sociologia (April-June 1977), and the bibliography indicated there.
2.
Nicos Poulantzas, Fascism and dictatorship (London, 1974 ) and his The crisis of the dictatorships (London, 1976)
3.
Palmiro Togliatti, La via italiana al socialismo (Mexico, 1972). A judgement entirely coincident with Togliatti's has been recently expressed by another well-known anti-fascist leader Lelio Basso. He argued that the petty-bourgeois social base of fascism, its structural links with the national monopolistic bourgeoisie, its impressive party organization and its nationalism clearly differentiate it from the Latin American dictatorships He also added that European fascism was the result of the political defeat of the revolutionary offensive of the working classes, a situation that, once more, is not strictly comparable to that prevailing in Latin America See his insightful comments in Chile-America (Rome, July-August 1977, No 33-4).
4.
See, among others, Fernando H. Cardoso and Enzo Faletto, 'Estado y proceso politico en America Latina' in Rev. Mex. de Sociologia, (April-June 1977); Guillermo O'Donnell, 'Reflexiones sobre las tendencias generales de cambio en el Estado Burocraticio-Autoritario', in Rev. Mex. de Sociologica (January-March, 1977).
5.
K. Marx, Capital
6.
Charles Bettelheim, La economia alemana bajo el nazismo (Madrid, 1973), II. For a comparison between Germany and Italy, see Daniel Guerin, Fascisme et grand capital (Paris, 1945 )
7.
El Dia (Mexico, 6 July 1977)
8.
This is what Lenin said about this problem in his 'The tasks of the Youth Leagues': 'If the study of Communism consisted solely in imbibing what is contained in communist books and pamphlets, we might all too easily become Communist text-jugglers or braggarts incapable of combining this knowledge and would be unable to act in the way Communism really demands' And later he goes on to say: 'We do not need cramming; but we do need to develop and perfect the mind of every student by a knowledge of the fundamental facts. For Communism would become a void, a mere signboard, and a Communist would become a mere braggart, if all the knowledge he has obtained were not digested in his mind. You must not only assimilate this knowledge, you must assimilate it critically, so as not to cram your mind with useless lumber, but enrich it with all those facts that are indispensable to the modern man of education.'
