Primitive and ancestor: ambivalence in the discourse of the indigenous notion in prehistory school textbooks, Colombia 1962-1974
This paper analyzes the written discourse that refers to people categorized as indigenous, in American and Colombian general prehistory school textbooks published between 1962 and 1974; a period that corresponds to the National Front. Elements of the social representations were examined through the...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2019
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| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9878 |
| _version_ | 1801706215228571648 |
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| author | Cerón Rengifo, Carmen Patricia |
| author_facet | Cerón Rengifo, Carmen Patricia |
| author_sort | Cerón Rengifo, Carmen Patricia |
| collection | OJS |
| description | This paper analyzes the written discourse that refers to people categorized as indigenous, in American and Colombian general prehistory school textbooks published between 1962 and 1974; a period that corresponds to the National Front. Elements of the social representations were examined through the resources proposed by the Critical Discourse Analysis. Close attention was paid to the way actors are named and differentiated via assignation of characteristics. An ambivalent approach to the indigenous notion was identified, that is, the coexistence of negative and positive social representations. On the one hand, the indigenous are shown as previous and inferior to the European, through the primitive/civilized thinking scheme. On the other hand, it appears as an ancestor that gives antiquity to the nation and becomes part of the biological and psychological constitution of the people. These findings suggest this ambivalence represents a resource of elites' discourse to favor their position of power and, simultaneously, integrates the indigenous notion to the national and American identity, and the construction of alterity is maintained through racial hierarchy. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9878 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2019 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-98782023-09-06T20:34:12Z Primitive and ancestor: ambivalence in the discourse of the indigenous notion in prehistory school textbooks, Colombia 1962-1974 Primitivo y antepasado: el discurso ambivalente sobre lo indígena en textos escolares de prehistoria, Colombia 1962-1974 Primitivo e ancestral: o discurso ambivalente sobre o indígena nos textos escolares da pré-história, Colômbia 1962-1974 Cerón Rengifo, Carmen Patricia School textbooks; secondary education; ambivalent discourse; indigenous; Journal History of Latin American Education. Textos escolares; educación secundaria; discurso ambivalente; indígena; Revista historia de la educación latinoamericana. Textos escolares; educação secundária; discurso ambivalente; indígenas; Revista História da Educação Latino-Americana. This paper analyzes the written discourse that refers to people categorized as indigenous, in American and Colombian general prehistory school textbooks published between 1962 and 1974; a period that corresponds to the National Front. Elements of the social representations were examined through the resources proposed by the Critical Discourse Analysis. Close attention was paid to the way actors are named and differentiated via assignation of characteristics. An ambivalent approach to the indigenous notion was identified, that is, the coexistence of negative and positive social representations. On the one hand, the indigenous are shown as previous and inferior to the European, through the primitive/civilized thinking scheme. On the other hand, it appears as an ancestor that gives antiquity to the nation and becomes part of the biological and psychological constitution of the people. These findings suggest this ambivalence represents a resource of elites' discourse to favor their position of power and, simultaneously, integrates the indigenous notion to the national and American identity, and the construction of alterity is maintained through racial hierarchy. Se analiza el discurso escrito referido a la gente categorizada como indígena, expresado en los textos escolares de Prehistoria general,americana y de Colombia, publicados entre 1962 y 1974, periodo que corresponde al Frente Nacional. Nos situamos en el campo de las representaciones sociales, examinadas a partir de las herramientas propuestas por los Estudios Críticos del Discurso, en particular, la manera de nominar y diferenciar a los actores mediante la asignación de características. Se encontró que lo indígena es abordado como un tema cuyo contenido es ambivalente, es decir, que en éste coexisten representaciones sociales negativas y positivas. Por una parte, lo indígena se muestra como anterior e inferior a lo europeo, mediante el esquema de pensamiento primitivo/civilizado. Por otra parte, aparece como antepasado que da antigüedad a la nación y pasa a ser parte de la constitución biológica y psicológica del pueblo. Se sugiere que esta ambivalencia es un recurso del discurso de las élites que favorece su posición de poder, en el cual, simultáneamente se integra lo indígena a la identidad nacional y americana y, se mantiene la construcción de alteridad a través de la jerarquización racial. _________________________________ Füxekeche ka kuyfikecheyem: epu rume zugu reke feypiley ta chijka textos escolares mew mari kuyfi antü mew, Colombia 1962-1974 PIKÜNOGETUN Faw malügey ñi chempilen tüfey chi chijka zuguyechelu ta pu indígena che, xipalu ta textos escolares mew Prehistoria general, americana ka Colombia, pegelgelu ta 1962 ka 1974 rupachi xipantu Frente Nacional pigelu chi zugu mew. Wixakünuwiyiñ ta chew aznentugekey ta xokiñche, pepilkawiyiñ ta Estudios Críticos del Discurso mew, günezuamfiyiñ chumgechi günegey ta che femgechi ta kakekünual pu che ñi qüyümkageal. Günezuamgey ta chumgechi ñi pegeken ta pu indígena fey chi zugu mew ta epu rume zugu mew pegekeürkey, femgechi ta müleürkey küme aznentun xokiñche ka weza aznentun xokiñche. Ka zugu mew ta pegelgey ta pu indígena ñi wüne jitun mapu mew ka ñi ijamgen europeo che mew, kiñe rakizuam primitivo/civilizado. Kañpüle kay kuyfike che reke femgentugey tüfey chi nación mew fey folil küpan xokigey ka femgechi rakizuam niey tüfey chi pueblo xokigey. Feypintukugey faw pu elite che ñi epu rume zugun nielu femgechi ta müleygün günen mew, fey chi pin mew ta tukugey pu indígena identidad nacional mew ka identidad americana mew, welu petu müley tüfey chi rakizuam kake che pin, tüfey ta kimfaluwi jerarquización racial mew. Kimfal hemül: Textos escolares; educación secundaria; epu rume pin; indígena; Revista historia de la educación latinoamericana. Analisa-se o discurso escrito referente às pessoas categorizadas como indígenas, expresso nos livros didáticos de Pré-História geral, Pré-História Americana e Colombiana, publicados entre 1962 e 1974, período que corresponde à Frente Nacional. Nos situamos no campo das representações sociais, examinadas a partir das ferramentas propostas pelos Estudos Críticos do Discurso; em particular, como nomear e diferenciar os atores atribuindo características. Constatou-se que o indígena é abordado como um sujeito cujo conteúdo é ambivalente; isto é, que as representações sociais negativas e positivas coexistem nela. Por um lado, o indígena é mostrado como prior e inferior ao europeu, através do esquema de pensamento primitivo / civilizado. Por outro lado, aparece como um ancestral que dá antiguidade à nação e se torna parte da constituição biológica e psicológica do povo. Sugere-se que essa ambivalência é um recurso do discurso das elites, o que favorece sua posição de poder na qual, simultaneamente, o indígena é integrado à identidade nacional e americana e a construção da alteridade é mantida por meio da hierarquia racial. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2019-08-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9878 10.19053/01227238.9878 Revista Historia de la Educación Latinoamericana; Vol. 21 No. 33 (2019): Olivia Arévalo Lomas Revista Historia de la Educación Latinoamericana; Vol. 21 Núm. 33 (2019): Olivia Arévalo Lomas 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9878/8442 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9878/8706 Copyright (c) 2019 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | School textbooks; secondary education; ambivalent discourse; indigenous; Journal History of Latin American Education. Textos escolares; educación secundaria; discurso ambivalente; indígena; Revista historia de la educación latinoamericana. Textos escolares; educação secundária; discurso ambivalente; indígenas; Revista História da Educação Latino-Americana. Cerón Rengifo, Carmen Patricia Primitive and ancestor: ambivalence in the discourse of the indigenous notion in prehistory school textbooks, Colombia 1962-1974 |
| title | Primitive and ancestor: ambivalence in the discourse of the indigenous notion in prehistory school textbooks, Colombia 1962-1974 |
| title_alt | Primitivo y antepasado: el discurso ambivalente sobre lo indígena en textos escolares de prehistoria, Colombia 1962-1974 Primitivo e ancestral: o discurso ambivalente sobre o indígena nos textos escolares da pré-história, Colômbia 1962-1974 |
| title_full | Primitive and ancestor: ambivalence in the discourse of the indigenous notion in prehistory school textbooks, Colombia 1962-1974 |
| title_fullStr | Primitive and ancestor: ambivalence in the discourse of the indigenous notion in prehistory school textbooks, Colombia 1962-1974 |
| title_full_unstemmed | Primitive and ancestor: ambivalence in the discourse of the indigenous notion in prehistory school textbooks, Colombia 1962-1974 |
| title_short | Primitive and ancestor: ambivalence in the discourse of the indigenous notion in prehistory school textbooks, Colombia 1962-1974 |
| title_sort | primitive and ancestor ambivalence in the discourse of the indigenous notion in prehistory school textbooks colombia 1962 1974 |
| topic | School textbooks; secondary education; ambivalent discourse; indigenous; Journal History of Latin American Education. Textos escolares; educación secundaria; discurso ambivalente; indígena; Revista historia de la educación latinoamericana. Textos escolares; educação secundária; discurso ambivalente; indígenas; Revista História da Educação Latino-Americana. |
| topic_facet | School textbooks; secondary education; ambivalent discourse; indigenous; Journal History of Latin American Education. Textos escolares; educación secundaria; discurso ambivalente; indígena; Revista historia de la educación latinoamericana. Textos escolares; educação secundária; discurso ambivalente; indígenas; Revista História da Educação Latino-Americana. |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9878 |
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