Pueblos indígenas y la enseñanza de la historia en perspectiva intercultural en la escuela secundaria del sur bonaerense (Argentina)
In this article I board the teaching of the History in three high schools in Bahía Blanca city from an ethnographic perspective, with the intention of problematizing the nationalizing assumptions present in school discourses that tend to make indigenous peoples invisible. Questioning these discourse...
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| Formato: | Artículo publishedVersion Artículo enviado a un dossier temático |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2022
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/runa/article/view/10038 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=runa&d=10038_oai |
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| Sumario: | In this article I board the teaching of the History in three high schools in Bahía Blanca city from an ethnographic perspective, with the intention of problematizing the nationalizing assumptions present in school discourses that tend to make indigenous peoples invisible. Questioning these discourses allowed us to analyze how the visions of nationality that historically have justified the indigenous genocide are updated. In addition, to study the tensions between the continuity of the dominant nationalist mandate and the incorporation of the intercultural perspective according to the National Education Law (2006). For this I present three plans of analysis: that of the long duration that marks a continuity in the treatment of nationality since the mid-nineteenth century. That of relative continuity that incorporates the analysis of school regulations, highlighting the mention of interculturality and finally the analysis of the teaching of History in everyday school life. |
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