NEGOTIATING LITERATE KNOWLEDGE: RHETORICS OF ASSIMILATION IN RURAL EDUCATION IN PERU IN THE 60S

Salvador L.E.L. · Metafora (2020) · DOI: 10.36286/mrlad.v2i4.46

Resumen

Indigenist education policy in Peru in the second half of the 20th century delegated to teachers the task of assimilating the Quechua-speaking peasant population into the canons of the so-called "modern culture." For this, the teachers had to carry out a double negotiation at the time of performing their functions in the classrooms: on the one hand, they required to build their authority as representatives and transmitters of the official literate culture vis-à-vis the Andean communities; on the other, it was necessary to persuade the authorities of the sector of the relevance of their methods in achieving the objectives established by the educational policy. The study of the methodology and the underlying discourses in the teaching of reading and writing allows to shed light on this dynamic. This research proposes a rhetorical analysis of these discourses, focusing on literacy teaching proposals through literary genres and written composition techniques exposed in the theses of the teachers of the Normal School Our Lady of Lourdes de Ayacucho in the 60s. The discursive strategies used to negotiate the distance between the teaching actors and how the identity and the difference between them were regulated will be identified. Likewise, it will be possible to recognize the argumentative strategies and reasoning elaborated by the teachers to persuade about the operability of their educational proposals. This analysis will help to clarify how the educational directives were interpreted, adapted and transmitted by the rural teachers so that they can be validated according to the aspirations of the peasant populations.

Instituciones: Universidad Antonio Ruiz de Montoya