Representing ourselves. A situated reflection of certain transversal contents of the social sciences from an intercultural perspective

ABSTRACT

School content plays an important role in the shaping of children’s identifications, especially content that is transversal to the system, universalized and that deals with the construction of identities. To address this issue, we will focus on the institutional frameworks and the conditions offered by the curricular design that can intervene in the identification processes of indigenous children, based on materials that cut across the education system: on the one hand, school anniversaries, and on the other, educational materials of the pedagogical continuity. Methodologically, we will carry out a study of current, public and open-access sources. Our ultimate objective will be to make visible the permanent construction of the subalternity of indigenous populations in mass educational records, as a way of contributing to the problematization of the place given to diversity in the educational field of the social sciences.

Key words:
Indigenous education; Social Sciences; Universal contents; Diversity