La dictature à l’école. À propos de la (dé)politisation dans le discours pédagogique

Abstract

This work is part of a project that accounts for the particularities of the teaching materials that recontextualize the horror of State terrorism of the last Argentine military dictatorship for a child audience. In this article, we work on two materials from the portal of the Ministry of Education : the activities proposed in 2011 and 2020 on the occasion of the commemoration of the anniversary of the coup d'état. Both have in common, in addition to the official source, the fact that they are aimed at students in the second cycle of primary school (8-9 years old). From a socio-semiotic and multimodal perspective, we approach the material in its web environment and then select a section of each one (written and video) for the analysis of the level of the statements (the configuration of the participants, the equative/attributive/evaluative constructions and their visual manifestation) and at the enunciation level (the configuration of different addressees). As the main hypothesis, we maintain that these messages avoid the enunciative building of a counter-addressee to elude the agonistic/controversial dimension that could induce responses. As a consequence of this characteristic, negative evaluations appear exclusively at the level of statements, an illusory referentiality appears disconnected from the present and, therefore, far from its direct/explicit addressees.

Keywords

• addressee
• controversy
• didactic material
• memory
• military dictatorship