Los indígenas en la enseñanza de las Ciencias Sociales en España. Silenciamiento, burlas y romanticismo
In Spanish manuals of High School’s 1st year, indigenous peoples are relegated to marginal areas in the teaching of history, not present or hidden processes territorial encroachment and aggression suffered at the hands mainly of Westerners. Both the books and the students also accepted the archaic d...
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| Format: | Article |
| Language: | Spanish |
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Universidad Nacional del Litoral
2013-06-01
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| Series: | Clio y Asociados |
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| Online Access: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/4177/6333 |
| Summary: | In Spanish manuals of High School’s 1st year, indigenous peoples are relegated to marginal areas in the teaching of history, not present or hidden processes territorial encroachment and aggression suffered at the hands mainly of Westerners. Both the books and the students also accepted the archaic doctrine of terra nullius, unconcerned by property rights of weaker soci-eties. The students are not interested in general by indigenous peoples except as curiosities, sources of ridicule or victims, but they simultaneously manages a romanticized vision as happy and peaceful villages to which must be preserved, defending humanitarian aid and respect for other cultures. Largely unknown precolonial history and especially that of non–industrialized societies and basic concepts of anthropology, they have been more interested by the great powers and national history. The lack of interest was averted by emotional audiovisual, visually stunning and critical for the ignorant consumers. The results encourage a rethinking of social science teaching that the release of ethnocentric prejudices through paradigms such as the world history, and resort to activities focused on the needs and interests of students. |
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| ISSN: | 0328-820X 2362-3063 |