Historia, representaciones y alteridades en los manuales escolares en la educación Argentina (Siglo XX)
The relationship between the state and the discursive productions is a link of tension between the two types of narratives. State builds fictions, manipulate certain stories and cannot work only by pure coercion, making use of fictitious forces. You need to build consensus, telling stories, making b...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
2022
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/3804 |
| Aporte de: |
| Sumario: | The relationship between the state and the discursive productions is a link of tension between the two types of narratives. State builds fictions, manipulate certain stories and cannot work only by pure coercion, making use of fictitious forces. You need to build consensus, telling stories, making believe some version of the facts. At the same time, it presents a series of State contrarrelatos, stories of resistance and opposition. There are versions that resist these versions. These State stories are contrasted by other stories circulating in society. One way of State to impose and disseminate "Guide fictions", is through textbooks. Produced speeches exposed in these legitimize the preconception of cultural images of minorities. In this way, the permanent construction of this 'otherness' resignifies the official stories that claim "national identity". In this work, the proposal is rebuilding the sociohistorical context and analysis of primary school textbooks which reproduce the official narratives that State builds in order to consolidate the existing nation project. For the analysis, we will focus on the Pampa education from a national perspective in the second half of the 20th century. |
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