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Identity A Pedagogy on Collective Memory Claudio Altamirano Colección DE ESO NO SE HABLA Preliminary version Translated by: Prof. Eugenia Carrión Cantón, UNTDF Prof. and Trans. María Isabel Ledesma, UNTDF Prof. and Trans. Noelia Tortone, UNTDF Trans. Marina González, UNPAZ Trans. Cecilia Fouilliand Trans, Ana Laura Delgado Proofreading: Prof. Claudia Peralta, UNTDF Editing: Trans. Marina González, UNPAZ, Identity. A Pedagogy on Collective Memory has been produced as part of the actions of the Day of Collective Memory, Truth and Justice. To my children, Violeta and Pablo To my life companion, Silvia Acknowledgements I would deeply like to thank those who made it possible for this new challenge to be solved. Those who either supported us and the project, or gave testimony in front of boys and girls in our schools. To the Abuelas, to the Madres, to the Nietos, to Adolfo Pérez Esquivel, to Cecilia Vicentini, Azucena Villaflor’s daughter. To those who make it possible to build the Collective Memory of our recent past thanks to their commitment in school classrooms, thus granting the statement of Nunca Más. To all young students, for their commitment and participation in each meeting, thus inviting us to keep the hope of a future based on Collective Memory, Truth and Justice alive. To those who walked the process with me and supported me with their solidarity and commitment to Collective Memory and Human Rights from the Educación y Memoria programme: Nicolas Olivieri, Sol Peralta, Marcela Poczymok, Mariana Sequeira, Flavio Gabaldón, Marcia Wainer y Brian Koziner. To Mónica Lamas, Florencia Martínez, Milva Benítez, Analía Faraci y Alejandro Zabalo, as token of the many members of the programme throughout a decade of collaborative work. To Esteban Schoj, who selflessly helped in the interviews. Index Foreword. Estela Barnes de Carlotto………………………………………… 6 Foreword. Carmen Nebreda…………………………………………………… 7 Introduction……………………………………………………………………… 9 The Abuelas go to school……………………………………………………….. 10 Abuelas de Plaza de Mayo……………………………………………………... 11 Estela Barnes de Carlotto……………………………………………………… 13 Delia Cecilia Giovanola……………………………………………………….... 29 Buscarita Ímperi Navarro Roa………………………………………………... 33 Rosa Tarlovsky de Roisinblit………………………………………………….. 37 The Madres go to school………………………………………………………... 42 Madres de Plaza de Mayo Línea Fundadora………………………………... 43 Mirta Acuña de Baravalle……………………………………………………... 45 Carmen Aguiar de Lapacó……………………………………………………... 55 Nair Amuedo de Maddalena…………………………………………………... 66 Aída Bogo de Sarti………………………………………………………………. 75 Elia Espen………………………………………………………………………... 85 Josefina García de Noia………………………………………………………... 91 Haydeé Gastelú de García Buela……………………………………………... 101 Sara Laskier de Rus…………………………………………………………….. 108 Carmen Loréfice…………………………………………………………………. 114 Lydia “Taty” Miy Uranga de Almeida………………………………………...123 Nora Morales de Cortiñas……………………………………………………… 130 Aurora Morea de Pedrini………………………………………………………. 138 Marta Ocampo de Vásquez…………………………………………………….. 141 Enriqueta Rodríguez de Maroni………………………………………………. 151 Vera Vigevani de Jarach……………………………………………………….. 154 Aurora Zucco de Bellocchio……………………………………………………..165 The Nietos go to school…………………………………………………………. 174 Restored grandchildren………………………………………………………… 175 Comisión Nacional por el Derecho a la Identidad National Committee for the Right to Identity……………………………… 176 José Sabino Abdala Falabella…………………………………………………. 178 Martín Amarilla Molfino………………………………………………………. 183 Juan Cabandié Alfonsín………………………………………………………... 192 Jorge Castro Rubel……………………………………………………………… 201 Horacio César Pietragalla Corti………………………………………………. 205 Leonardo Fossati………………………………………………………………… 213 Adriana Garnier Ortolani……………………………………………………… 218 Manuel Gonçalves Granada…………………………………………………… 224 Hilda Victoria Montenegro Torres……………………………………………. 233 Juan Pablo Moyano Altamirano………………………………………………. 241 María Victoria Moyano Artigas……………………………………………….. 246 Martín Ogando Montesano……………………………………………………. 251 Guillermo Pérez Roisinblit…………………………………………………….. 256 Tatiana Ruarte Britos Sfiligoy…………………………………………………260 Alejandro Pedro Sandoval Fontana…………………………………………...267 Marcos Suárez Vedoya…………………………………………………………. 273 Mariana Zaffaroni Islas………………………………………………………... 278 Our leading citizens go to school……………………………………………… 285 Adolfo Pérez Esquivel…………………………………………………………... 286 Cecilia de Vicenti………………………………………………………………... 295 Foreword Estela Barnes de Carlotto Abuelas de Plaza de Mayo President am delighted to see another book by Professor Claudio Altamirano. As a teacher, I am deeply pleased by the outstanding work he has created in his book Identity: I a pedagogy on collective memory. His writing is the result of his educational calling and his commitment to citizenship education on Truth, Memory, and Justice for students of state and private schools. We, Abuelas de Plaza de Mayo, have supported through the years his persistence on transmitting the importance of a history that was not mentioned in textbooks. Luckily, this is no longer so. Professor Altamirano has backed this policy by bringing schools students together with members of Abuelas, between these young people who are eager to learn about the darkest moments in Argentine history and our restored grandchildren. The meetings are experiences that become memorable in the hearts and minds of students so much so that they understand what we lived in our society has been the worst history and that we should never experience it again. The present book brings you those encounters, our voices and our grandchildren's. Our stories reconstructed. You will find the happy, simple, everyday moments, and you will also find the painful, uncertain, or unfair. The most interesting and beautiful fact, though, is that all the stories told have been sifted through by a splendid school youth that embraces and enhances them with tenderness, love and care. We wish to thank all school communities since they have shown that public education is the best place for collective memory to be exercised, become strong, and grow. We are certain that readers will find in the coming pages the value and importance of the task carried out by this teacher and will share with us the pride we feel to be part of this project. 6 Prologue Carmen Nebreda Educator, member of Unión de Educadores of the province of Córdoba, former legislator. Promotor of the publication of Stories: educating on collective memory1 t is hard to think of something more educational for a country than knowledge of their own history. Claudio Altamirano has certainly grasped this not only in I the meetings held in schools but also in the development of the present book, published by the National Congress Library in its first edition. These materials have become a precise tool for the integral education of students and teachers in Argentine schools. Grandmothers, mothers, and children abducted from our detained and disappeared fellows shape one common story, the narrative of a horror experience and a firm action towards the reconstruction of the social body by means of the search of justice, truth and identity. An action that, if limited to isolated hatred, would have deprived the world of one of the noblest teachings of the century: how fighting together under the light of hope can defeat the paralysis created by fear. Let me summarise my thoughts in the words of Victoria Montenegro Torres, whose real name turned out to be prophetical: Fear is over. Fear left with Maria Sol. I am Victoria. 1 Stories. Educating on Collective Memory, published in 2012, is a preliminary version of Identity: A Pedagogy on Collective Memory. 7 COLLECTIVE MEMORY, TRUTH, JUSTICE 8 Introduction dentity. A Pedagogy on Collective Memory brings us the fundamental voices of the protagonists of our recent history. In the coming pages, Madres, Abuelas I and Nietos tell us some of the key episodes that have left a mark in our country. They are with us, in their role as Human Rights representatives, when we work with students of primary and secondary schools, as well as in higher education in our role as Programa Educación y Memoria (Education and Collective Memory Programme). Their testimonies are seeds we sow for a future society that will understand that the Nunca Más is possible if we confront indifference with collective memory and if we leave selfish attitudes in favour of collective commitment. This book brings the loving and hopeful words of the protagonists in each story of search and encounter in order to produce a material of reference for the discussion of the topic in all schools. Many of the stories are the answers to questions posed by students and portray not only solidarity in adverse circumstances, but also the courage necessary to face and overcome fear, and perseverance in the search for truth. A search led by the certainty that the claim for justice is the only proper way. In the interviews, our speakers eloquently combine the ideals of the 70’s youth, smothered by the civic-military dictatorship, with the events they lived, later understood as milestones of our times. The personal colour that each participant brings to the interviews in terms of family anecdotes and daily lives has turned these narratives into stories of collective memory that pervades and transcends a specific time and place. Thanks to Carmen Nebreda who, as legislator, presented the initiative for the preliminary version of this book to be published to the bi-chamber administrative committee of the National Congress Library, the proposal was accepted
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  • BUENOS AIRES PROJECT 24 Methodological Strategy 25 Quantitative Techniques 25 Qualitative Techniques 28 the Role of the Advisory Council 29 Results of the Study 30 6

    BUENOS AIRES PROJECT 24 Methodological Strategy 25 Quantitative Techniques 25 Qualitative Techniques 28 the Role of the Advisory Council 29 Results of the Study 30 6

    1 CONTENTS Abbreviations 3 1. INTRODUCTION 4 2. CONTEXT OF ARGENTINIAN WOMEN 5 Women are ‘a half plus one’ 5 The double working day: paid and unpaid work 6 3. LEGAL FRAMEWORK FACING GENDER VIOLENCE 9 International agreements and National Constitution 9 National legal background 9 National institutions 11 Some statistics on violence against women in the country 11 4. FOCUSING ON AMBA 12 Profile of the urban agglomerate 12 How does the urban transport system work? 14 Daily mobility in AMBA from a gender perspective 18 Recent transport improvements in Buenos Aires 21 Legal and institutional context of security and women 22 5. ELLA SE MUEVE SEGURA - BUENOS AIRES PROJECT 24 Methodological Strategy 25 Quantitative techniques 25 Qualitative techniques 28 The role of the Advisory Council 29 Results of the study 30 6. MAIN CONCLUSIONS 41 7. GETTING MORE WOMEN INTO TRANSPORT 44 8. RECOMMENDATIONS: TOOLS FOR CHANGE 47 9. SOME FINAL REFLECTIONS 56 10. BIBLIOGRAPHY 56 2 Abbreviations ACU Asociación de Ciclistas Urbanos (Association of Urban Cyclists) AMBA Área Metropolitana de Buenos Aires (Buenos Aires Metropolitan Area) CABA Ciudad de Buenos Aires (City of Buenos Aires) CNM Consejo Nacional de las Mujeres National Women's Council CNRT Comisión Nacional de Regulación del Transporte (National Commission for Transport Regulation) EAHU Encuesta Anual de Hogares Urbanos (Annual Survey of Urban Households) ENMODO Encuesta de Movilidad Domiciliaria (Household Mobility Survey) EPH Encuesta Permanente de Hogares (Permanent Household Survey) ESMS Ella se mueve segura (She moves safely) GBA Gran Buenos Aires (Greater Buenos Aires) GCBA Gobierno de la Ciudad de Buenos Aires (Government of the City of Buenos Aires) INAM Instituto Nacional de las Mujeres (National Institute for Women) INDEC Instituto Nacional de Estadísticas y Censos (National Institute of Statistics and Censuses) MUMALA Mujeres de la Matria Latinoamericana (Women of the Latin American Matrix) SBASE Subterráneos de Buenos Aires S.A (Subways of Buenos Aires S.A) 3 1.