Discourse about “indians” at school: a research case for intervention

  • Sofía Soria

Keywords:

school, politics, discourse, cultural difference, intervention

Abstract

This paper presents some results of a re­search on discourses about “natives” in the context of a secondary school in Cór­doba, Argentina. This research was de­veloped during 2006-2007, and it was focused on the analysis of a pedagogical project that considered on the topic of “cultural diversity” and “indigenous peo­ple” in order to design educational strat­egies of intervention to improve and/or transform pedagogical practices. These results mainly discuss the relationship between school and cultural difference in the context of the significant politi­cal, economic and cultural changes that took place from the 90’s. 

 

Downloads

Download data is not yet available.

Author Biography

Sofía Soria

Becaria del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), con lugar de trabajo en el Centro de Estudios Avanzados de la Universidad Nacional de Córdoba (CEA, UNC), donde integra el Programa de investigación “Multiculturalismo, Migraciones y Desigualdad en América Latina”. Es candidata a doctora en Ciencia Política, Especialista en Comunicación, Medios y Prácticas Educativas y Licenciada en Comunicación Social por la Universidad Nacional de Córdoba. Investiga problemas vinculados al Estado, políticas educativas, pueblos indígenas e interculturalidad.

Downloads

Published

2012-07-26

How to Cite

Soria, S. (2012). Discourse about “indians” at school: a research case for intervention. Praxis Educativa, 13(13), 106–114. Retrieved from https://cerac.unlpam.edu.ar/ojs/index.php/praxis/article/view/452

Issue

Vol. 13 No. 13 (2009): marzo 2009 - febrero 2010

Section

Artículos

License

Copyright Notice

Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment)  signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).