School and processes of ethnic recognition

Abstract

The research tries to take advantage and analyse the processes of identity emergency, organization and recognition in an Andean area near Salta. In particular, it seeks to recover the senses and demands among some teachers and group leaders, some ex students and / or pupils’ parents. The purpose is to understand a disruptive place/time in an Andean community and its school, appealing to their historicity, and symbolic and practical effects of policy and regulatory changes, in one case (in the municipality of Campo Quijano). In this sense, the paper consides the shifts in the political and economic interests from the founding ideas - homogeneous national identity, oligarchy, European-civilization model. The research problem is about school in relation to ethnic and cultural identities; a hypothesis could indicate that, by their function and organization, school remains apart from the emergence of ethnic identities carrying a national identity, that of the modern state. The advances of the reasearch seekdeeprn the analysis and understanding of the processes of otherness / identity considering the XXIst century, apparently open to enforce the legal rights of indigenous peoples, but with great contradictions and delays.