Negacionismo y adoctrinamiento. Confrontaciones educativas a 40 años de la recuperación de la democracia

Detalles Bibliográficos
Publicado en:	Archivos de Ciencias de la Educación. Vol. 17 No. 24 (2023),e129 17. Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Ciencias de la Educación, 2024 Dosier: Cuarenta años de democracia en las instituciones educativas. Balances necesarios en momentos de amenaza
Autor Principal:	Legarralde, Martín
Formato:	Artículo
Temas:	Dictadura Negacionismo Adoctrinamiento Memoria Dictatorship Denialism Indoctrination History Teaching Memory
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.17789/pr.17789.pdf https://www.archivosdeciencias.fahce.unlp.edu.ar/article/view/14473 10.24215/23468866e129
Resumen:	En este artículo abordo los conceptos de "negacionismo" y "adoctrinamiento" como dos términos que se emplean en los debates públicos acerca de la enseñanza de la última dictadura militar argentina (1976-1983) en las escuelas y en la educación superior.Estos términos han sido empleados en contextos académicos en los ámbitos de la Historia, la Pedagogía y los estudios sobre la memoria colectiva. Sin embargo, su uso en tanto categorías sociales en la Argentina resulta menos específico y el campo de sentidos abarca una amplia variedad de situaciones. En el caso del negacionismo incluye tanto a las expresiones que niegan el terrorismo de Estado, como a aquellas que reclaman una "memoria completa" (equiparando los crímenes de la dictadura con las acciones de las organizaciones político-revolucionarias), y llega a la apología de la represión. En cuando al adoctrinamiento, designa el tratamiento (bajo la forma de una imposición) de una serie de temas asociados a la agenda progresista y de ampliación de derechos, que incluye la historia del período dictatorial. En las reflexiones finales señalo algunas ideas que pueden permitir superar la aparente simetría que estos términos presentan en los debates actuales sobre la enseñanza de la última dictadura militar. In this article I address the concepts of "denialism" and "indoctrination" as two terms that are used in public debates about the teaching of the last Argentine military dictatorship (1976-1983) in schools and higher education. These terms have been used in academic contexts in the fields of History, Pedagogy and studies on collective memory. However, its use as social categories in Argentina is less specific and the field of meanings covers a wide variety of situations. In the case of denialism, it includes both expressions that deny State terrorism, as well as those that demand a "complete memory" (equating the crimes of the dictatorship with the actions of political-revolutionary organizations), and reaches the point of apology. of repression. As for indoctrination, it designates the treatment (in the form of an imposition) of a series of issues associated with the progressive agenda and the expansion of rights, which includes the history of the dictatorial period. In the final reflections I point out some ideas that may allow us to overcome the apparent symmetry that these terms present in the current debates on the teaching of the last military dictatorship.
Descripción Física:	p.e129
ISSN:	ISSN 2346-8866

MARC


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100			\|a Legarralde, Martín \|u Instituto de Investigaciones en Humanidades y Ciencias Sociales (UNLP - CONICET), Facultad de Humanidades y Ciencias de la Educación, Universidad Nacional de La Plata, Argentina
245	1	0	\|a Negacionismo y adoctrinamiento. Confrontaciones educativas a 40 años de la recuperación de la democracia
246	3	3	\|a Denialism and indoctrination. Educational confrontations 40 years after the recovery of democracy
041		7	\|2 ISO 639-1 \|a es
300			\|a p.e129
520	3		\|a En este artículo abordo los conceptos de "negacionismo" y "adoctrinamiento" como dos términos que se emplean en los debates públicos acerca de la enseñanza de la última dictadura militar argentina (1976-1983) en las escuelas y en la educación superior.Estos términos han sido empleados en contextos académicos en los ámbitos de la Historia, la Pedagogía y los estudios sobre la memoria colectiva. Sin embargo, su uso en tanto categorías sociales en la Argentina resulta menos específico y el campo de sentidos abarca una amplia variedad de situaciones. En el caso del negacionismo incluye tanto a las expresiones que niegan el terrorismo de Estado, como a aquellas que reclaman una "memoria completa" (equiparando los crímenes de la dictadura con las acciones de las organizaciones político-revolucionarias), y llega a la apología de la represión. En cuando al adoctrinamiento, designa el tratamiento (bajo la forma de una imposición) de una serie de temas asociados a la agenda progresista y de ampliación de derechos, que incluye la historia del período dictatorial. En las reflexiones finales señalo algunas ideas que pueden permitir superar la aparente simetría que estos términos presentan en los debates actuales sobre la enseñanza de la última dictadura militar.
653			\|a Dictadura
653			\|a Negacionismo
653			\|a Adoctrinamiento
653			\|a Memoria
520	3		\|a In this article I address the concepts of "denialism" and "indoctrination" as two terms that are used in public debates about the teaching of the last Argentine military dictatorship (1976-1983) in schools and higher education. These terms have been used in academic contexts in the fields of History, Pedagogy and studies on collective memory. However, its use as social categories in Argentina is less specific and the field of meanings covers a wide variety of situations. In the case of denialism, it includes both expressions that deny State terrorism, as well as those that demand a "complete memory" (equating the crimes of the dictatorship with the actions of political-revolutionary organizations), and reaches the point of apology. of repression. As for indoctrination, it designates the treatment (in the form of an imposition) of a series of issues associated with the progressive agenda and the expansion of rights, which includes the history of the dictatorial period. In the final reflections I point out some ideas that may allow us to overcome the apparent symmetry that these terms present in the current debates on the teaching of the last military dictatorship.
653			\|a Dictatorship
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653			\|a History Teaching
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856	4	0	\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.17789/pr.17789.pdf
952			\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.17789/pr.17789.pdf \|a MEMORIA ACADEMICA \|b MEMORIA ACADEMICA
856	4	1	\|u https://www.archivosdeciencias.fahce.unlp.edu.ar/article/view/14473
856			\|u 10.24215/23468866e129
773	0		\|7 nnas \|t Archivos de Ciencias de la Educación. \|g Vol. 17 No. 24 (2023),e129 \|v 17 \|l 24 \|q e129 \|d Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Ciencias de la Educación, 2024 \|x ISSN 2346-8866 \|k Dosier: Cuarenta años de democracia en las instituciones educativas. Balances necesarios en momentos de amenaza
542	1		\|f Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional \|u https://creativecommons.org/licenses/by-nc-sa/4.0/

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Negacionismo y adoctrinamiento. Confrontaciones educativas a 40 años de la recuperación de la democracia

MARC

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