Territorio, familia y héroe: un análisis de textos escolares chilenos
Territorio, familia y héroe: un análisis de textos escolares chilenos
Authors
León Donoso, Abelardo
Alvarado Barría, Patricio
Alvarado Barría, Patricio
Authors
Date
2011
Datos de publicación:
Educación y educadores, Vol. 14, N° 1, 13-25, 2011
Keywords
Estereotipo nacional - Democratización - Educación ciudadana - Educación básica - Primary education - National stereotype - Democratization - Education in citizenship - National stereotype - Democratization - Education in citizenship - Primary education
Collections
Abstract
En este artículo se exponen los resultados de una investigación enfocada a identificar el imaginario sobre ciudadanía en los textos de estudio de Historia y Geografía, durante la transición a la democracia en Chile.
El estudio abordó el análisis visual de cuatro ejemplares distintos, editados entre 1984 y 2000, destinados al octavo año de educación básica. El método empleado integró el modelo de socio-semiótica y análisis visual del discurso, expresado en la obra de Gunter Kress y Theo Van Leeuwen; el modelo de análisis crítico del discurso, propuesto por Norman Fairclough, y, finalmente, la propuesta de análisis de los elementos visuales, de Justo Villafañe y Norberto Mínguez. Las imágenes se clasificaron mediante un software de análisis cualitativo (Atlas-ti). Los datos arrojaron, en primera instancia, tres categorías de análisis: el territorio, la familia y el héroe. Se concluye que estos textos buscaron asegurar el proceso de institucionalidad democrática, sin descartar la fórmula nacionalista y patriótica iniciada durante la dictadura militar
The findings of a study to identify the imagery of citizenship portrayed in history and geography textbooks in Chile during the transition to democracy are presented in this article. A visual analysis was done of four different textbooks published between 1984 and 2000 for eighth graders in primary school. The method used combined the model of socio-semiotic and visual discourse analysis outlined in the work of Gunter Kress and Theo Van Leeuwen with the model for critical discourse analysis proposed by Norman Fairclough and the analysis of visual elements suggested by Justo Villafañe and Nor-berto Mínguez. Qualitative analysis software (Atlas-ti) was used to classify the images.The data initially yielded three categories for analysis: Country, Family and Hero. It was concluded these texts sought to ensure the democratic institutional process with-out discarding the nationalist and patriotic formula instituted during the military dictatorship.
The findings of a study to identify the imagery of citizenship portrayed in history and geography textbooks in Chile during the transition to democracy are presented in this article. A visual analysis was done of four different textbooks published between 1984 and 2000 for eighth graders in primary school. The method used combined the model of socio-semiotic and visual discourse analysis outlined in the work of Gunter Kress and Theo Van Leeuwen with the model for critical discourse analysis proposed by Norman Fairclough and the analysis of visual elements suggested by Justo Villafañe and Nor-berto Mínguez. Qualitative analysis software (Atlas-ti) was used to classify the images.The data initially yielded three categories for analysis: Country, Family and Hero. It was concluded these texts sought to ensure the democratic institutional process with-out discarding the nationalist and patriotic formula instituted during the military dictatorship
The findings of a study to identify the imagery of citizenship portrayed in history and geography textbooks in Chile during the transition to democracy are presented in this article. A visual analysis was done of four different textbooks published between 1984 and 2000 for eighth graders in primary school. The method used combined the model of socio-semiotic and visual discourse analysis outlined in the work of Gunter Kress and Theo Van Leeuwen with the model for critical discourse analysis proposed by Norman Fairclough and the analysis of visual elements suggested by Justo Villafañe and Nor-berto Mínguez. Qualitative analysis software (Atlas-ti) was used to classify the images.The data initially yielded three categories for analysis: Country, Family and Hero. It was concluded these texts sought to ensure the democratic institutional process with-out discarding the nationalist and patriotic formula instituted during the military dictatorship.
The findings of a study to identify the imagery of citizenship portrayed in history and geography textbooks in Chile during the transition to democracy are presented in this article. A visual analysis was done of four different textbooks published between 1984 and 2000 for eighth graders in primary school. The method used combined the model of socio-semiotic and visual discourse analysis outlined in the work of Gunter Kress and Theo Van Leeuwen with the model for critical discourse analysis proposed by Norman Fairclough and the analysis of visual elements suggested by Justo Villafañe and Nor-berto Mínguez. Qualitative analysis software (Atlas-ti) was used to classify the images.The data initially yielded three categories for analysis: Country, Family and Hero. It was concluded these texts sought to ensure the democratic institutional process with-out discarding the nationalist and patriotic formula instituted during the military dictatorship