Fotografías de indígenas en manuales escolares argentinos : representaciones visuales y connotaciones textuales
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Universidad Nacional del Centro de la Provincia de Buenos Aires. Facultad de Ciencias Sociales
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El objetivo de este trabajo es analizar las fotografías de pueblos originarios argentinos utilizadas en manuales escolares de 2º y 3º ciclo publicados por dos editoriales: Santillana y Aique. Se presentan los resultados de un análisis cuantitativo y cualitativo de 93 fotografías correspondientes a 38 manuales publicados entre los años 2000 y 2005. Se reconoce qué tipo de imágenes son utilizadas, la presencia o no de cultura material autóctona, la utilización de epígrafes y la adscripción étnica de los retratados. Se concluye que existe una representación diferencial a favor de aquellas imágenes que muestran pueblos originarios con su cultura material, pero, al mismo tiempo, una utilización de un lenguaje que emplea términos como “aborigen”, que implica un sesgo homogeneizador. Las fotografías son empleadas sólo en su función denotativa, mientras que se deja de lado la connotación visual en privilegio de la textual. La información presente en epígrafes y textos que acompañan a las imágenes no cumple con los requisitos necesarios de precisión y rigurosidad.
The aim of this paper is to analyze photographs of native people in Argentinean primary and secondary school textbooks published by two companies, Santillana and Aique. Results from quantitative and qualitative analyses of 93 images taken from 38 school text books published between 2000 and 2005 are presented. Type of image used, presence of autochthonous material culture, use of epigraphs, and the ethnic adscription of the subjects portrayed are analyzed. It is concluded that there is differential representation in favor of those images showing native people with their material culture, although the use of language that contains derogative terms such as “aborigen” (i.e., native people) at the same time clearly indicates an homogenizing bias. Images are used mostly denotatively, while textual connotation is privileged over visual connotation. Information on the epigraphs and texts accompanying an image do not fulfill the requirements of thoroughness and accuracy, thus reducing the images to illustrations rather than useful documents.
Fil: Saletta, María José. Asociación de Investigaciones Antropológicas; Argentina.
The aim of this paper is to analyze photographs of native people in Argentinean primary and secondary school textbooks published by two companies, Santillana and Aique. Results from quantitative and qualitative analyses of 93 images taken from 38 school text books published between 2000 and 2005 are presented. Type of image used, presence of autochthonous material culture, use of epigraphs, and the ethnic adscription of the subjects portrayed are analyzed. It is concluded that there is differential representation in favor of those images showing native people with their material culture, although the use of language that contains derogative terms such as “aborigen” (i.e., native people) at the same time clearly indicates an homogenizing bias. Images are used mostly denotatively, while textual connotation is privileged over visual connotation. Information on the epigraphs and texts accompanying an image do not fulfill the requirements of thoroughness and accuracy, thus reducing the images to illustrations rather than useful documents.
Fil: Saletta, María José. Asociación de Investigaciones Antropológicas; Argentina.
Keywords
Argentina, Manuales escolares, Aborígenes, Fotografía, Cultura, Etnografía