Towards the construction of frameworks and criteria for the evaluation of school ceremonies of conmemoratives dates

Abstract

School ceremonies of conmemoratives dates are practices that were inscribed in the depths of argentine schooling, lasting more than a century without too many changes or new regulations. Ritualization, repetition and discipline, as pedagogical methodologies coming from military and religious traditions, were the mechanisms that were imposed to forge national and independence identity. Minimizing these expressions by considering them merely festive or commemorative practices can entail some risks in terms of social reproduction and symbolic violence.

In these school ceremonies, historical traditions, tensions between different stories and manifestations that address cultural conflicts are brought into play. They are syntheses of disputes of meaning. That is why these practices must necessarily be evaluated and institutionally oriented.

This article provides a general guideline of criteria to begin thinking about the evaluation of these school events through ethics and power, from two dimensions: institutional and classroom.