Las víctimas en los textos escolares. Resistencia a la imposición del olvido.

Abstract

Information circulates through school texts that transcend the curricular issues of state guidelines and policies, so in their content we find ideas and representations that affect the way we recognize, see and act with others. This is how from my work I have analyzed the relationship between school texts and the victims’ figure of the Colombian armed conflict, so I reviewed three social science titles published between 2012 and 2015 by the same publishing house. For this work I took the Critical Discourse Analysis (CDA) as a perspective and the Content Analysis (CA) as a method for the collection, organization, analysis and interpretation of information. Thus I identified a typology of the presentation and omission of the victims: the emblematic, the countless, the crimes and absent victims. I also referred to aspects of the school texts that, in my personal view, influence the teaching of the history of the armed conflict in Colombia, so I reflected on the silence about some facts, the use of images as a complement, the absence of accusations of the responsible-perpetrators, and how together these attitudes consolidate an official version of the national history that is reproduced in the school through these mechanisms.