Arde la ciudad: los profesores y el temario de la Geografía escolar en la mira de la extrema derecha político-cultural argentina

Abstract

In the period following the COVID-19 pandemic, within the framework of the return to face-to-face school activities, a growing number of secondary school Geography teachers have reported the emergence, on the part of students, of challenges to the terms in which various contents of the school Geography curriculum are presented. In many cases, these significant objections are expressed in classrooms with a fiery, festive, and even vindictive tone, which intensifies the teacher’s sense of isolation. This climate goes beyond the mere ascent, to the summit of institutionalized political power, of political configurations that may provide a channel or stimulus for this worldview: it reflects a long process of the gestation of authoritarian tendencies within Argentine political culture. Furthermore, the confinement of teachers is part of a long-term process in which the loss of their centrality has been, and continues to be, reinforced through a certain delegitimization of specific disciplinary knowledge.