Social Representations and the Construction of Stereotyped Discourses when Teaching History. A Study based on Peasantry (16th to 18th century)
Abstract
The main purpose of this paper is to analyze the prevailing historical discourse in the classrooms of pre-university levels together with the transmission of social stereotypes through the study of peasants in the 16th to 18th centuries. For this we have analyzed the exercises of textbooks used in the classroom (daily classwork) and questions that students had to solve (final assessment) at preuniversitary levels. The results show the predominance of the key narratives of nation construction, the hegemony of political and institutional history, and the construction of stereotyped discourse as referred to the peasantry and rural society.
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