DISCURSIVE REPRESENTATIONS OF WOMEN IN CHILEAN SCHOOL HISTORY (1810-2017)

ABSTRACT

This article analyzed the representations of the women present in the manuals that approach the history of Chile from 1810 (year of the First National Governing Board) to 2017 (year of publication of the most recent manual of the sample analyzed). For this purpose, a qualitative research was developed based on a hermeneutic analysis of the texts and images of an intentional sample of 13 books published between 2009 and 2017 by three Chilean publishers (Zig-Zag, Santillana, and SM). It is concluded that the pedagogical speech tends to make invisible or to attenuate the feminine participation in the Chilean republican history from a series of conventions, such as the suppression, the partial exclusion, the categorized historical relevance, the assignment of passive roles, the generalized representation, and the pretension to show a “neutral” perspective of history.

KEYWORDS:
Chilean school history; women; textbook; discursive representation