History teaching and the invention of the common: identity tensions in different scales in Educational Mercosur’s curriculum policy
DOI:
https://doi.org/10.5212/PraxEduc.v.8i2.0006Abstract
This article aim is to analyze the political strategies of the construction of a proposal for the reformulation of History curriculum developed in the scope of the Mercosur’s Educational Sector. It searches to understand the creation and settling of a supranational regional identity among the processes of identification that span different territorial scales. As empirical collection, we used, for this analysis, curriculum documents related to the area, having as methodological and theoretical basis contributions on the theory of the discourse affiliated to anti-essentialist perspectives. The study highlights articulations between different claims for the effectuation of a political project of economic integration between Mercorsur countries, legitimated by an attempt to create a hegemonic “regional Latin-American identity”.
Keywords: History curriculum. Regional Latin-American identity. Theory of the Discourse.
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