“Inca Empire” or Tahuantinsuyo? Andean historical singularity in Ecuadorian curriculums and school textbooks
The main purpose of this article is to explain the correlations between school history and ethnohistory related to narratives about the past which characterize the official historic memories. Through the analysis of Ecuadorian school curriculums and texts of history it is examined how the Inca histo...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Sección Etnohistoria, Instituto de Ciencias Antropológicas. FFyL, UBA
2020
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/MA/article/view/8382 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=MA&d=8382_oai |
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I28-R145-8382_oai2025-11-17 González Díez, Javier Brito Román, Juan Carlos 2020-05-30 The main purpose of this article is to explain the correlations between school history and ethnohistory related to narratives about the past which characterize the official historic memories. Through the analysis of Ecuadorian school curriculums and texts of history it is examined how the Inca history is defined and interpreted, particularly related to the politic form of the Tahuantinsuyo. The analysis showed that the historic singularity of the Andean political experience is exposed by the school texts with eurocentric categories. Thus, our conclusion is that the contributions of the ethnohistorical research –in terms of new visions and interpretations about the American past- have not being received by the Ecuadorian history school books and we pose a reflection regarding the meaning of the history taught to students today. El propósito de este artículo es explorar las relaciones entre la etnohistoria y la historia escolar en el ámbito de la construcción de las narraciones del pasado que caracterizan las memorias históricas oficiales. A través del análisis de currículos y textos escolares de historia en Ecuador examinamos la manera en la que se define e interpreta la historia incaica, de modo particular en lo relativo la forma política del Tahuantinsuyo. En el análisis evidenciamos que la singularidad histórica de la experiencia política andina es tratada por los textos con categorías eurocéntricas. De esta manera, concluimos que los aportes de la investigación etnohistórica -en términos de nuevas visiones e interpretaciones sobre el pasado americano- no han sido recibidos por la historia escolar ecuatoriana y reflexionamos sobre cuál es el significado de la historia que se enseña hoy a los estudiantes O objetivo deste artigo é explorar as relações entre etnohistória e história escolar no contexto da construção de narrativas sobre o passado que caracterizam as memórias históricas oficiais. Por meio da análise de currículos e livros didáticos de história no Equador, examinamos a maneira como a história inca é definida e interpretada, particularmente no que diz respeito à forma política do Tahuantinsuyu. Na análise, constatamos que a singularidade histórica da experiência política andina é tratada pelos textos com categorias eurocêntricas. Assim, concluímos que as contribuições da pesquisa etno-histórica -em termos de novas visões e interpretações do passado americano- não foram aceitas pela história escolar equatoriana, e refletimos sobre o significado da história ensinada aos alunos hoje. application/pdf text/html https://revistascientificas.filo.uba.ar/index.php/MA/article/view/8382 10.34096/mace.v28i1.8382 spa Sección Etnohistoria, Instituto de Ciencias Antropológicas. FFyL, UBA https://revistascientificas.filo.uba.ar/index.php/MA/article/view/8382/7335 https://revistascientificas.filo.uba.ar/index.php/MA/article/view/8382/7496 Derechos de autor 2025 Memoria Americana. Cuadernos de Etnohistoria Memoria Americana. Cuadernos de Etnohistoria; Vol. 28 No. 1 (2020); 20-41 Memoria Americana. Cuadernos de Etnohistoria; Vol. 28 Núm. 1 (2020); 20-41 1851-3751 0327-5752 Tahuantinsuyo school history Ecuador eurocentrism Tahuantinsuyo historia escolar Ecuador eurocentrismo Tahuantinsuyu história da escola Equador eurocentrismo “Inca Empire” or Tahuantinsuyo? Andean historical singularity in Ecuadorian curriculums and school textbooks ¿“Imperio inca” o Tahuantinsuyo? La singularidad histórica andina en los currículos y textos escolares ecuatorianos "Império Inca" ou Tahuantinsuyu? A singularidade histórica andina nos currículos e livros didáticos equatorianos info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=MA&d=8382_oai |
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Universidad de Buenos Aires |
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I-28 |
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R-145 |
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Repositorio Digital de la Universidad de Buenos Aires (UBA) |
| language |
Español |
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spa |
| topic |
Tahuantinsuyo school history Ecuador eurocentrism Tahuantinsuyo historia escolar Ecuador eurocentrismo Tahuantinsuyu história da escola Equador eurocentrismo |
| spellingShingle |
Tahuantinsuyo school history Ecuador eurocentrism Tahuantinsuyo historia escolar Ecuador eurocentrismo Tahuantinsuyu história da escola Equador eurocentrismo González Díez, Javier Brito Román, Juan Carlos “Inca Empire” or Tahuantinsuyo? Andean historical singularity in Ecuadorian curriculums and school textbooks |
| topic_facet |
Tahuantinsuyo school history Ecuador eurocentrism Tahuantinsuyo historia escolar Ecuador eurocentrismo Tahuantinsuyu história da escola Equador eurocentrismo |
| description |
The main purpose of this article is to explain the correlations between school history and ethnohistory related to narratives about the past which characterize the official historic memories. Through the analysis of Ecuadorian school curriculums and texts of history it is examined how the Inca history is defined and interpreted, particularly related to the politic form of the Tahuantinsuyo. The analysis showed that the historic singularity of the Andean political experience is exposed by the school texts with eurocentric categories. Thus, our conclusion is that the contributions of the ethnohistorical research –in terms of new visions and interpretations about the American past- have not being received by the Ecuadorian history school books and we pose a reflection regarding the meaning of the history taught to students today. |
| format |
Artículo publishedVersion |
| author |
González Díez, Javier Brito Román, Juan Carlos |
| author_facet |
González Díez, Javier Brito Román, Juan Carlos |
| author_sort |
González Díez, Javier |
| title |
“Inca Empire” or Tahuantinsuyo? Andean historical singularity in Ecuadorian curriculums and school textbooks |
| title_short |
“Inca Empire” or Tahuantinsuyo? Andean historical singularity in Ecuadorian curriculums and school textbooks |
| title_full |
“Inca Empire” or Tahuantinsuyo? Andean historical singularity in Ecuadorian curriculums and school textbooks |
| title_fullStr |
“Inca Empire” or Tahuantinsuyo? Andean historical singularity in Ecuadorian curriculums and school textbooks |
| title_full_unstemmed |
“Inca Empire” or Tahuantinsuyo? Andean historical singularity in Ecuadorian curriculums and school textbooks |
| title_sort |
“inca empire” or tahuantinsuyo? andean historical singularity in ecuadorian curriculums and school textbooks |
| publisher |
Sección Etnohistoria, Instituto de Ciencias Antropológicas. FFyL, UBA |
| publishDate |
2020 |
| url |
https://revistascientificas.filo.uba.ar/index.php/MA/article/view/8382 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=MA&d=8382_oai |
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