La enseñanza/aprendizaje del pasado prehispánico como herramienta discursiva para la equidad educativa. Tucumán-Argentina un caso de estudio

MA. VICTORIA ISASMENDI

Congreso; XIII Congreso Iberoamericano de ciencia, Tecnología y Género.; 2021

This proposal integrates a Doctoral Thesis project in its initial stage, which addresses ahistorical, critical, and reflective study on the antecedents that contributed to shaping theimaginaries about the pre-Hispanic past of the Province of Tucumán, Argentina, from1930 to the present, specifically in the provincial educational field of the initial andsecondary level. The focus is to explore the interrelation between the discoursesmaterialized in school texts, the information generated by the scientific disciplinesrelated to the study of that past, and the ideological substrates and social biases,especially those of sex/gender, present in each contemporary society. The objectivesand goals of the Ph.D. project are consistent with the principles established in theNational Law of Education No. 26.206 / 2006, specifically those that refer to thepositive assessment and respect for the cultural diversity of indigenous peoples and alsothose that point to reinforce the contents and approaches that contribute to generaterelationships based on equality, solidarity and respect between the sexes (Art. 92,paragraphs e and f).On this occasion, the guidelines related to the systematic study of the disseminationmaterial used in school settings in which the narratives refer to the pre-Hispanic past arepresented. For this analysis, the beginning of the second cycle is taken for the primarylevel (4th grade), and the first course of the intermediate level (1st year) and theirrespective equivalents in previous periods, until 1930. The sample of the study is relatedto the fact that which is in these instances where Curriculum Designs include the studyof the so-called pre-Hispanic past, with special reference to the NOA region (area ofSocial Sciences) and the subject of Prehistory (the subject of History). The proposedmethodology includes a survey of various sources - pedagogical texts and schooldissemination - and the qualitative analysis of the content and form of these discoursesbased on the proposal of an "archeology of knowledge" (sensu Foucault, 1991) thatconceives the document as "Monument" and discourses as practices. In the case ofgraphic resources, we start from the concept of incorporated sexed habitus (sensuBourdieau, 1990).