Education in civil-military dictatorships in Latin American in 20th century. Part 1
Pablo Luis Pineau
Universidad de Buenos Aires, Argentine Republic
Chair(s): Ana Diamant (UBA-SAIEHE)
At the beginning of the 21st century, studies on the civil-military dictatorships in the Latin American Southern Cone and in the subsequent processes of transitions towards democracy. New perspectives were developed in dialogue with the political history and the pedagogy of memory, in relation to theoretical approaches and frameworks emerging from history, sociology, anthropology, pedagogy and psychology. Citizen formation, the history of the different national States and the history world and regional teachings taught in the classrooms were permeated by disputes between historiographic currents, due to the struggles for memory about authoritarian regimes, and by the related policies adopted in each country. Particularly in history of education, investigations have expanded into to the ways in which dictatorships have affected the lives of teachers, students and school communities, in curricular proposals, in classroom practices, and in text productions and institutional developments. It also delved into the Historical inscriptions made possible its location in the processes of recovery of the democracies, and in the memory policies carried out since then. These new contributions enabled reflections and practices both in relation to their teaching as well as research on the topic. This was also possible due to the realization of archival works linked to the recovery and valorization of varied sources such as oral testimonies, “minor” documents, objects and material culture, and replacement tasks of experiences and assigning prominence to voices and subjects not always considered.
In 2017, in the context of ISCHE39 held in Buenos Aires, it began its actions the group “Authoritarianisms and Education in Ibero-America in the 20th century”, which carried out different in-person and virtual meetings since then. From the successive work sessions, presentations at events and publications involve more than forty colleagues from various countries focused on the topic. Its formation has been an opportunity for exchange, learning and fundamentally for the construction of a corpus of information that follows acting as a trigger towards new projects. The symposium proposed here is located in that series. The presence of researchers interested parties from various countries will allow cross-fertilizing perspectives and reflections, and review the pedagogical and didactic plots that imply the complexity of the topics depending on their teaching and new research processes. Accordingly, the debate will be organized in two groups of questions linked to a set of educational experiences that reveal marks of dictatorships: those that have to do with conceptualizations and reconceptualizations of concepts such as authoritarianism, resistance and transitions, and those that come to review the perspectives on their forms of memory.
Presentations of the Panel
WITHDRAWN Intervention of Rural Schools during the Chilean civil-military Dictatorship (1973-1990): Life Stories of Relegated Teachers
Intervención de Escuelas Rurales Durante la Dictadura Civil Militar Chilena (1973-1990): Historias de Vida de Profesoras y Profesores Relegados
Camila Pérez Navarro
Universidad "Alberto Hurtado" Chile
In Chile, during the civil-military dictatorship (1973-1990), the educational system was intervened. While the Armed Forces and the secret police persecuted teachers, the Ministry of Public Education closed the Normal Schools and the National Council of Education. Decrees with the force of law reconfigured the teaching work and privatized the educational system. This process has been studied by many historical researchers. This set of works is focused on analyzing how the policies of the dictatorship impacted the teaching profession, the university, urban schools, and high schools. However, there are few studies dedicated to examining what happened to rural schools. In this framework, this presentation aims to analyze the intervention process of the school system during the civil-military dictatorship, based on the life stories of teachers who were relegated to rural schools in the current Región de O’Higgins.
In methodological terms, narrative and episodic interviews were conducted with ten teachers who experienced this process in rural schools. This information was triangulated and supplemented with personal files and school files. The results of this analysis show three main findings. On the one hand, during the civil-military dictatorship, rural schools were seen as a destination for relegation and punishment of those teachers who were considered dangerous elements for the regime. This type of educational establishment -mainly those that were farther away from urban centers- became the workplace for many teachers who were unilaterally transferred. Secondly, the sources show that silence emerged as a guiding principle of educational practices. The teachers interviewed remember that, once the dictatorship began, schools stopped holding meetings, parties, and celebrations, due to the prohibition of the right of assembly. Likewise, teachers avoided leading a normal life, due to the fear generated by the practice of reporting. Finally, the life stories and documentation show the breaking of community ties by the dictatorship. Several teachers who had been fulfilling relevant roles in their communities for several years were transferred to new towns, seeing their work and life trajectories interrupted.
Paper Abstract (in Language of Presentation):
En Chile, durante la dictadura civil militar (1973-1990), el sistema educativo fue fuertemente
intervenido. Mientras las Fuerzas Armadas y la policía secreta perseguían a maestras y maestros, quienes estaban a cargo del Ministerio de Educación Pública cerraban las escuelas normales y el Consejo Nacional de Educación, dictaban decretos con fuerza de ley para reconfigurar el trabajo docente, y preparaban leyes para privatizar el sistema educativo. Este proceso ha sido estudiado por una cantidad no menor de investigaciones históricas. Este conjunto de trabajos está enfocado en analizar cómo impactaron las políticas de la dictadura en el magisterio, en la universidad y en escuelas y liceos urbanos. Sin embargo, existen escasos estudios dedicados examinar qué ocurrió con las escuelas rurales durante este período.
En este marco, esta ponencia tiene como objetivo analizar el proceso de intervención del
sistema escolar durante la dictadura civil militar, a partir de las historias de vida de profesoras y
profesores que fueron relegados a escuelas rurales de la actual Región de O’Higgins.
En términos metodológicos, se realizaron entrevistas narrativas y episódicas a diez
profesoras y profesores que vivieron este proceso en escuelas rurales. Esta información se
trianguló y complementó con archivos personales y archivos escolares.
Los resultados de este análisis muestran tres principales hallazgos. Por una parte, que
durante la dictadura civil militar las escuelas rurales fueron vistas como destino de relegación y
castigo de aquellas profesoras y profesores que eran considerados como elementos peligrosos
para el régimen. Este tipo de establecimiento educativo -principalmente aquellos que quedaban
más distantes de los centros urbanos- se convirtieron en el lugar de trabajo de cuantiosos docentes que fueron trasladados unilateralmente. En segundo lugar, las fuentes muestran que el silencio emergió como principio rector de las prácticas educativas. Las y los docentes entrevistados recuerdan que, una vez iniciada la dictadura, las escuelas dejaron de realizar encuentros, fiestas y celebraciones, debido a la prohibición del derecho de reunión. Asimismo, el profesorado evitaba hacer una vida normal, debido al miedo que generaba la práctica de delación. Finalmente, las historias de vida y la documentación evidencian la ruptura de vínculos comunitarios por parte de la dictadura. Varias maestras y maestros que cumplían roles relevantes en sus comunidades desde hace varios años atrás, fueron trasladados a nuevos pueblos, viendo interrumpidas sus trayectorias laborales y vitales.
Bibliography
Diamant, A., Romano, A., Pineau, P. (2020) Dictaduras, autoritarismos y educación en el siglo XX iberoamericano. En Revista Fermentario. Departamento de Historia y Filosofía de la Educación, del Instituto de Educación de la Facultad de Humanidades y Ciencias de la Educación, Universidad de la República, Uruguay y Departamento de Filosofia e História da Educação, Universidade Estadual de Campinas, Brasil. (213 p.)
WITHDRAWN School aesthetics and modernizing authoritarianism: the "Revolucion Argentina", (Argentina, 1966-1973)
Estética Escolar y Autoritarismo Modernizador: El Caso De La Revolución Argentina, (Argentina, 1966-1973)
Pablo Luis Pineau
Universidad de Buenos Aires
The civil-military dictatorship that began in Argentina in 1966 imposed a “long dictatorship” in that country that lasted seven years, whose objective was not to “put in order” a supposed exceptional situation, but rather to establish long-lasting governments that would advance profound social changes. In this way, it proposed a set of both micro and macro educational measures that affected the functioning of the educational system and daily school life. In this presentation we want to delve into the modifications proposed and carried out in "school aesthetics" during that period. We understand for “school aesthetics” as the set of operations that permeates the entirety of institutional life, aimed at the education of the senses for the formation of individual and collective sensibilities. It seeks to convert the sensory world of the intervening subjects into certain sensitivities that condition taste to a network of values, from which one is in a position to formulate the correct judgments and generate a special aesthetic delight, which is projected in other spaces and social actions. For the case under analysis, a special combination of repressive marks is verified - which acted especially on the bodies of the individuals and in collective rituals - with modernizing marks - more present in material culture and in didactic proposals. This configured a strategy that, while promoting their special policies, sought to respond to the social changes that were contemporary to them. For its development, we will focus on the collections preserved in the “Espacios de Memoria” project of the Normal School no. 2 “Mariano Acosta” (written sources, objects, photographs, interviews, etc.) of the City of Buenos Aires, both for its ease of accessibility, and for considering that institution as a significant case for understanding general policies.
Paper Abstract (in Language of Presentation):
La dictadura cívico-militar iniciada en Argentina en 1966 impuso en ese país una “dictadura larga” que se extendió por siete años, cuyo objetivo no era “ordenar” una supuesta situación excepcional, sino establecer gobiernos de larga duración que avanzaran en modificaciones sociales profundas. De esta forma, propuso un conjunto de medidas educativas tanto micro como macro que afectaron el funcionamiento del sistema educativo y la cotidianeidad escolar. En esta ponencia queremos profundizar en las modificaciones propuestas y realizadas en el registro de la «estética escolar» en ese período. Entendemos como tal al conjunto de operaciones que impregna la totalidad de la vida institucional, destinada a la educación de los sentidos para la formación de sensibilidades individuales y colectivas. Busca convertir al mundo sensorial de los sujetos intervinientes en determinadas sensibilidades que acondicionan el gusto a una red de valores, desde la cual se está en condiciones de formular los juicios correctos y generar un especial deleite estético, que se proyecta en otros espacios y acciones sociales. Para el caso en análisis, se verifica una especial combinación de marcas represivas –que actuaron especialmente en los cuerpos de los sujetos, y en los rituales colectivos-, con marcas modernizadoras –más presentes en la cultura material y en las propuestas didácticas-, que configuraron una estrategia que al vez que impulsaba sus políticas, buscaba responder a los cambios sociales que le eran contemporáneos. Para su desarrollo, se utilizarán principalmente los acervos conservados en el proyecto “Espacios de Memoria” de la Escuela Normal n. 2 “Mariano Acosta” (fuentes escritas, objetos, fotografías, entrevistas, etc.), tanto por su facilidad de acceso, como por considerar a esa institución como un ejemplo significativo para comprender las políticas generales.
Bibliography
Diamant, A., Romano, A., Pineau, P. (2020) Dictaduras, autoritarismos y educación en el siglo XX iberoamericano. En Revista Fermentario. Departamento de Historia y Filosofía de la Educación, del Instituto de Educación de la Facultad de Humanidades y Ciencias de la Educación, Universidad de la República, Uruguay y Departamento de Filosofia e História da Educação, Universidade Estadual de Campinas, Brasil. (213 p.)
Political education and democracy in the Brazilian Civil-Military Dictatorship (1964-1985)
Educación Política y Democracia en la Dictadura Civil Militar Brasileña (1964-1985)
Marcus Aurelio Taborda de Oliveira1, Katya Braghini2
1(Universidade Federal de Minas Gerais, Brazil), 2(Pontifícia Universidade Catolica de São Paulo, Brazil
Analyzing the period of the Brazilian civil-military dictatorship (1964 - 1985), we believe that democracy is an inaccurate concept if we do not consider its historical course and the contexts in which it is mobilized. We operate with a document set that allowed us to unravel a narrative about political education that intended to give visibility and embody the regime's ideology. We show that in that ideological project, education was central to disseminating values and forms of political behavior. Far from denying the concept of democracy, the technocrats prescribed an indirect and tutored democracy that evoked the value of the community in national life under the authoritarian baton.
Paper Abstract (in Language of Presentation):
Analizando el período de la dictadura cívico-militar brasileña (1964 - 1985), sostenemos que la democracia es un concepto inexacto si no tenemos en cuenta su curso histórico y los contextos en los que se moviliza. Operamos con un corpus documental que nos permite desentrañar una narrativa sobre la educación política que pretendía dar visibilidad y encarnar la ideología del régimen. Mostramos que en ese proyecto ideológico, la educación fue central para la difusión de valores y formas de comportamiento político. Lejos de negar el concepto de democracia, los tecnócratas civiles y militares prescribieron una democracia ind irecta y tutelada que evocaba el valor de la comunidad en la vida nacional, bajo la batuta autoritaria.
Bibliography
Diamant, A., Romano, A., Pineau, P. (2020) Dictaduras, autoritarismos y educación en el siglo XX iberoamericano. En Revista Fermentario. Departamento de Historia y Filosofía de la Educación, del Instituto de Educación de la Facultad de Humanidades y Ciencias de la Educación, Universidad de la República, Uruguay y Departamento de Filosofia e História da Educação, Universidade Estadual de Campinas, Brasil. (213 p.)
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