Resumo

ASSANEO, Agustín. Mirar y ordenar: construcciones de aboriginalidad en la inspección escolar. Hist. educ. anu. [online]. 2017, vol.18, n.2, pp.1-10. ISSN 2313-9277.

Education for indigenous people is one of the less studied aspects in the historiography of educat ion. Although these populations had a constant presence in the schools throughout the country, they were considered in the margins of the stories about the construction of the educational system. Through the silence, the invisibilization and assimilationis t policies they were seen as condemned to a permanent extinction. However, historical sources, such as the school's book or educational government publications, allow finding an explicit recognition by the state educational agents who saw in them a particu lar type of student. Always in terms of subalternity, we can find a wide diversity of ways of thinking about an education that adapts to the diagnoses made according to the time. These diagnoses were carriers of a certain way of conceiving the indigenous t hat was changing over time. The following article analyzes the constructions of aboriginality made by school inspectors in the west region of northern Patagonia. From the concept of aboriginality recovered from Briones, we seek to establish which discursive forms were conceived for indigenous students in the context of rurality. Through the reading of the inspection reports left by the educational officials in school No. 150 of Villa Llanquín , in the area of Nahuel Huapi Park, they seek to identify different positions regarding the social and individual construction of the educational agency.

Palavras-chave : Education for indigenous people, rural education, school inspection..

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