A reading autobiography between dictatorship and democracy

During the military dictatorship that governed Argentina between March 24, 1976 and December 10, 1983, a systematic censorship plan was developed (Invernizzi & Gociol, 2002) in the cultural field that included a succession of decrees and other resolutions prohibiting reading various publicat...

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Autor principal: Bombini, Gustavo
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Filosofía y Humanidades. Escuela de Letras 2023
Materias:
Dictatorship;
democracy;
censorship;
reading autobiography;
training
Dictadura;
democracia;
censura;
autobiografía lectora;
formación
Acceso en línea:https://revistas.unc.edu.ar/index.php/heterotopias/article/view/43590
Aporte de:
Heterotopías de Universidad Nacional de Córdoba
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institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-333
container_title_str Heterotopías
language Español
format Artículo revista
topic Dictatorship;
democracy;
censorship;
reading autobiography;
training
Dictadura;
democracia;
censura;
autobiografía lectora;
formación
spellingShingle Dictatorship;
democracy;
censorship;
reading autobiography;
training
Dictadura;
democracia;
censura;
autobiografía lectora;
formación
Bombini, Gustavo
A reading autobiography between dictatorship and democracy
topic_facet Dictatorship;
democracy;
censorship;
reading autobiography;
training
Dictadura;
democracia;
censura;
autobiografía lectora;
formación
author Bombini, Gustavo
author_facet Bombini, Gustavo
author_sort Bombini, Gustavo
title A reading autobiography between dictatorship and democracy
title_short A reading autobiography between dictatorship and democracy
title_full A reading autobiography between dictatorship and democracy
title_fullStr A reading autobiography between dictatorship and democracy
title_full_unstemmed A reading autobiography between dictatorship and democracy
title_sort reading autobiography between dictatorship and democracy
description During the military dictatorship that governed Argentina between March 24, 1976 and December 10, 1983, a systematic censorship plan was developed (Invernizzi & Gociol, 2002) in the cultural field that included a succession of decrees and other resolutions prohibiting reading various publications. Numerous works have addressed the issue, recovering journalistic and documentary information from the dictatorship itself where lists of publications are made explicit (literary, theoretical, school books, cultural magazines, among others) and where in some cases arguments are put into play that seek to justify the prohibitions. in terms of moral values and “being Argentine” (Avellaneda, 1986). Both in primary and secondary education and in higher education, this curtailment produced an outdated level of school knowledge (Tedesco et al, 1987) and a certain obscurantism in university knowledge, affecting the quality of the training of teachers and researchers, which was reinforced by the exclusion of professors from the university cloisters, many of them in exile, missing or teaching in private spaces, in what was called “catacomb university” (Kaufmann, 2001, Casareto & Daleo, 2020). Books for boys, girls and adolescents as well as educational materials for all educational levels (Pesclevi, 2014), including the university, were part of the censorship lists, which had an effect on the representations about knowledge and the experiences of reading and training of adolescents who go through both the times of dictatorship and those of the so-called democratic transition (Velázquez Ramírez, 2015) through different educational levels. Assuming reading autobiography as a genre (Papalini (coord.), 2016), this article presents a journey between dictatorship and democracy, recovering references to prohibited readings and “allowed” readings (Bombini, 2020), giving their effects on the training processes. and construction of subjectivity.
publisher Facultad de Filosofía y Humanidades. Escuela de Letras
publishDate 2023
url https://revistas.unc.edu.ar/index.php/heterotopias/article/view/43590
work_keys_str_mv AT bombinigustavo areadingautobiographybetweendictatorshipanddemocracy
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first_indexed 2024-09-03T21:10:13Z
last_indexed 2024-09-03T21:10:13Z
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spelling I10-R333-article-435902023-12-19T19:46:53Z A reading autobiography between dictatorship and democracy Una autobiografía lectora entre dictadura y democracia Bombini, Gustavo Dictatorship; democracy; censorship; reading autobiography; training Dictadura; democracia; censura; autobiografía lectora; formación During the military dictatorship that governed Argentina between March 24, 1976 and December 10, 1983, a systematic censorship plan was developed (Invernizzi & Gociol, 2002) in the cultural field that included a succession of decrees and other resolutions prohibiting reading various publications. Numerous works have addressed the issue, recovering journalistic and documentary information from the dictatorship itself where lists of publications are made explicit (literary, theoretical, school books, cultural magazines, among others) and where in some cases arguments are put into play that seek to justify the prohibitions. in terms of moral values and “being Argentine” (Avellaneda, 1986). Both in primary and secondary education and in higher education, this curtailment produced an outdated level of school knowledge (Tedesco et al, 1987) and a certain obscurantism in university knowledge, affecting the quality of the training of teachers and researchers, which was reinforced by the exclusion of professors from the university cloisters, many of them in exile, missing or teaching in private spaces, in what was called “catacomb university” (Kaufmann, 2001, Casareto & Daleo, 2020). Books for boys, girls and adolescents as well as educational materials for all educational levels (Pesclevi, 2014), including the university, were part of the censorship lists, which had an effect on the representations about knowledge and the experiences of reading and training of adolescents who go through both the times of dictatorship and those of the so-called democratic transition (Velázquez Ramírez, 2015) through different educational levels. Assuming reading autobiography as a genre (Papalini (coord.), 2016), this article presents a journey between dictatorship and democracy, recovering references to prohibited readings and “allowed” readings (Bombini, 2020), giving their effects on the training processes. and construction of subjectivity. Durante la dictadura militar que gobernó la Argentina entre el 24 de marzo de 1976 y el 10 de diciembre de 1983 se desarrolló un plan sistemático de censura (Invernizzi & Gociol, 2002) en el campo cultural que incluyó una sucesión de decretos y otras resoluciones que prohibieron la lectura de diversas publicaciones. Numerosos trabajos han abordado la cuestión recuperando información periodística y documental de la propia dictadura donde se explicitan listados de publicaciones (libros literarios, teóricos, escolares, revistas culturales, entre otros) y donde en algunos casos se ponen en juego argumentos que buscan justificar las prohibiciones en claves de valores morales y del “ser argentino” (Avellaneda, 1986). Tanto en la educación primaria y secundaria, como en la educación superior, este cercenamiento produjo una desactualización de los saberes escolares y un cierto oscurantismo en los saberes universitarios que afectó la calidad de la formación de docentes e investigadores lo que se vio reforzado por la exclusión de profesores y profesoras de los claustros universitarios, muchos de ellos en el exilio, en condición de desaparecidos o ejerciendo la docencia en espacios privados, en lo que se llamó “universidad de las catacumbas” (Kaufman, 2001; Casareto & Daleo, 2020). Libros para niños, niñas y adolescentes, así como también materiales educativos para todos los niveles educativos (Pesclevi, 2014), incluida la universidad, formaron parte de las listas de la censura, lo que tuvo un efecto en las representaciones acerca del saber y en las experiencias de lectura y formación de los adolescentes que atravesamos tanto los tiempos de dictadura como los de la llamada “transición democrática” a través de distintos niveles educativos. Asumiendo como género la autobiografía lectora (Papalini, 2016), se presenta en este artículo un recorrido entre dictadura y democracia, recuperando referencias a lecturas prohibidas y lecturas “permitidas” (Bombini, 2020) y dando cuenta de sus efectos en los procesos de formación y de construcción de la subjetividad. Facultad de Filosofía y Humanidades. Escuela de Letras 2023-12-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Inscriptions of the catastrophe Inscripciones de la catástrofe application/pdf https://revistas.unc.edu.ar/index.php/heterotopias/article/view/43590 Heterotopías; Vol. 6 No. 12 (2023): Discourses, representations, and appropriations of the contemporary city. A look at urban habitation; 1-19 Heterotopías; Vol. 6 Núm. 12 (2023): "Discursos, representaciones, y apropiaciones de la ciudad contemporánea. Una mirada al  habitar urbano"; 1-19 2618-2726 spa https://revistas.unc.edu.ar/index.php/heterotopias/article/view/43590/43628 Derechos de autor 2023 Heterotopías https://creativecommons.org/licenses/by-nc-sa/4.0

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