Poverty, Exclusion and Social Conflict in the Schoolbooks of Argentina during the First Peronist Period

Autor/in	Rodriguez, Miguel Somoza
Titel	Poverty, Exclusion and Social Conflict in the Schoolbooks of Argentina during the First Peronist Period
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 43 (2007) 5, S.633-652 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230701587124
Schlagwörter	Foreign Countries; Ideology; National Curriculum; Democracy; Curriculum Development; Poverty; Educational History; Politics of Education; Educational Change; Social Class; Social Influences; Social Values; Social Bias; Working Class; Textbooks; Argentina + Suchen Sie Ihr Suchwort? Ausland; Ideologie; Demokratie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Armut; History of education; Bildungsgeschichte; Educational policy; Bildungspolitik; Bildungsreform; Social classes; Soziale Klasse; Sozialer Einfluss; Sozialer Wert; Arbeiterklasse; Textbook; Text book; Schulbuch; Lehrbuch; Argentinien
Abstract	From 1952 onwards, following the approval of the "Second Five-year Plan," a series of profound changes took place in the Argentinean national curriculum and in its schoolbooks. Some authors have pointed out that such changes implied the use of the educational system as an "agency for indoctrination." Other authors have emphasized, on the other hand, the--at least partial--processes of democratisation implied in those changes. This paper aims to analyse, as part of the vast educational transformations that occurred during this period, the new visibility that was acquired by subjects, classes and social processes which were practically absent in the curricular contents before the Peronist government, as well as the new type of treatment they received. At the same time, the inclusion of new subjects and points of view implied, in a more or less explicit manner, the recognition of the existence of social relations of domination and inequality, which were no longer presented as "the nature of society," but as a field of conflicts concerning political values such as justice, freedom, democracy or authoritarianism. While Peronist values questioned the previous political and social order and allowed the possibility of reflecting on other models of society, the regime's curricular contents aimed to transmit and inculcate the populist political ideology that was preached by the government, transforming the schoolbooks into a contradictory mosaic of images of social mobilization and disciplinary acceptance, of criticism and passiveness, of personal participation and collective obligation. (Contains 28 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10