Pedagogía Política: Un Análisis De La Enseñanza De La Dictadura De Pinochet Y Los Derechos Humanos En Chile

The College of Wooster Open Works Senior Independent Study Theses 2020 Pedagogía Política: Un análisis de la enseñanza de la dictadura de Pinochet y los derechos humanos en Chile Emily Elizabeth Xiubei Beuter The College of Wooster, [email protected] Follow this and additional works at: https://openworks.wooster.edu/independentstudy Part of the Education Commons, and the Latin American History Commons Recommended Citation Beuter, Emily Elizabeth Xiubei, "Pedagogía Política: Un análisis de la enseñanza de la dictadura de Pinochet y los derechos humanos en Chile" (2020). Senior Independent Study Theses. Paper 9084. This Senior Independent Study Thesis Exemplar is brought to you by Open Works, a service of The College of Wooster Libraries. It has been accepted for inclusion in Senior Independent Study Theses by an authorized administrator of Open Works. For more information, please contact [email protected]. © Copyright 2020 Emily Elizabeth Xiubei Beuter Pedagogía Política: Un análisis de la enseñanza de la dictadura de Pinochet y los derechos humanos en Chile Political Pedagogy: An Analysis of the Teaching of the Pinochet Dictatorship and Human Rights in Chile By Emily Elizabeth Xiubei Beuter Presented in Partial Fulfillment of the Requirements of Senior Independent Study Supervised by Dr. Katie Holt Department of History Dr. Cynthia Palmer Department of Spanish Spring 2020 Abstract As Chileans continue to struggle with reconciling with their past in post-dictatorial Chile, this same struggle plays out in the classroom with the teaching of the dictatorship and human rights. While there is a vast corpus on memory historiography and pedagogy literature, researchers have overlooked the role of teaching in memory formation and the perspectives of those actively forming student memory. This study analyzes how various spheres of education on the dictatorship and human rights reflect larger societal tensions and are themselves spheres of contested memory. Further, I argue for complexity as there are numerous educational spheres who are in dialogue with one another that contribute to the creation of a collective memory. This study builds on existing scholarship through nine, first- hand interviews with Chileans who are involved in the education of the dictatorship and human rights. The interviews fit into three categories which shape the format of my study: the secondary school classroom, the world of academia and university teacher training, and other experiential spheres of memory formation. This study goes beyond just looking at curriculum and instead provides valuable qualitative research and the perspectives of educators who are actively forming memory. As Chile continues to construct a memory, educators face real challenges from the changing political environment but also have the opportunity in shaping the memory for the next generation. Memory education can be transformative, creating active participants in society who demand for change. Resumen Mientras el pueblo chileno continúa luchando para reconciliarse con su pasado después de la dictadura, las mismas batallas de memoria se luchan adentro del aula con la enseñanza de la dictadura y los derechos humanos. Mientras hay muchas obras de historiografía sobre la memoria y literatura pedagógica, muchos investigadores han examinado el rol de la enseñanza en la formación de la memoria y las perspectivas de las personas que están formando activamente la memoria de los estudiantes. Mi estudio analiza las maneras en que las esferas de educación sobre la dictadura y los derechos humanos reflejan las tensiones sociales más grandes y en sí mismas son esferas de memoria disputada. Además, yo hago un argumento por la complejidad porque hay muchas esferas educativas que dialogan con otras, y todas contribuyen a la creación de una memoria colectiva. Mi estudio representa un aporte al conocimiento existente con nueve entrevistas de primera mano con chilenos que participan en la educación de la dictadura y los derechos humanos. Las entrevistas se organizan en tres categorías que sirven para estructurar mi estudio: el aula de las escuelas secundarias, el mundo de la academia y formación docente en las universidades, y otras esferas experienciales de la formación de la memoria. El estudio va más allá de solamente mirar el currículo y en cambio, provee valiosa investigación cualitativa y las perspectivas de educadores que están formando la memoria activamente. Mientras Chile continúa construyendo una memoria del pasado, los educadores enfrentan desafíos reales del entorno político cambiante, pero también tienen la oportunidad de crear la memoria para la próxima generación. La educación de la memoria puede transformar y crear participantes activos en la sociedad que exigen un cambio. Table of Contents Acknowledgments/Agradecimientos and Dedication ................................................................ i Introduction ............................................................................................................................... 1 Chapter One Secondary Literature Review: memory historiography and pedagogical works on teaching recent history and human rights violations ................................................. 3 Chapter Two En las trincheras: Las perspectivas de tres profesores de escuelas secundarias que enseñan actualmente la historia de la dictadura y los derechos humanos en escuelas municipales de Santiago ........................................................................................... 21 Chapter Three The World of Academia: perspectives from university professors and the dialogue between universities and secondary schools ............................................................ 53 Chapter Four Outside the Classroom: Linking education and action through the contributions of experiential spheres of memory formation ................................................... 81 Conclusion ............................................................................................................................ 111 Appendix ............................................................................................................................... 119 Annotated Bibliography ........................................................................................................ 137 Acknowledgments/Agradecimientos and Dedication I would like to thank all of those who supported me along this journey. Thank you, Dr. Katie Holt and Dr. Cynthia Palmer, for being two wonderful advisors to work with on my project. I cannot express enough my gratitude for your guidance, wisdom, and knowledge throughout the process. I will always be grateful for Professor Holt’s Latin American Revolutions class I took my first semester at Wooster which sparked my interest in Latin American history and Chile. Thank you, Dr. Holt, for advising and mentoring me throughout my four years at Wooster. I would also like to thank the other History and Spanish faculty with whom I have taken classes with as each has left an important imprint. Professor Roche’s Craft of History course and Professor Shaya’s junior I.S. course tremendously prepared me for senior I.S. Thank you to Professor DiDomenico and Professor Medina who greatly cultivated my Spanish learning. Thanks to Lynette and the other staff at the Writing Center who read through numerous drafts and have been an immense help to me. I would like to thank the numerous connections I made while in Chile. Thank you to the SIT Chile Comparative Education and Social Change program directors who inspired this idea and gave me the connections to pursue this project. Thank you to Professor Felipe Pimentel of la Universidad de Alberto Hurtado for serving as my Chilean advisor while I was in Chile with Copeland Funding as your numerous connections made these interviews possible. Thank you to the following people I had the pleasure of interviewing and conversing with: Sebastián Henríquez, Bruno Cortés, Ignacia Cabrera, Camila Pérez, Elizabeth Lira, Sixtina Pinochet, Claudio Rammsy Garcia, Alejandra Arratia, Rosemarie Borna, and Marcelo Castillo. I cannot thank you enough for welcoming me so kindly into your school, home, or workplace and taking the time out of your day to speak i with me. Your stories, your voices, and your efforts inspire my work. You and many other unsung heroes deserve praise for the work you do in education and human rights. Throughout my I.S. journey, I carried with me the kind and motivating words Rosemarie told me, “Me alegro mucho de conversar contigo. Yo encuentro que los jóvenes que están estudiando como tú y que eligen este tema, ya me alegro mucho que lo elijan y que lo trabajen es tan necesario. Los cambios vienen a través de la educación.” Thank you to the Copeland fund and Valencia family. The week I spent in Chile was one of the busiest and most crucial weeks in my academic career. I was able to conduct invaluable interviews and experience first-hand important sites in Chile. Thank you to my parents, sister, family, friends, Lisa Kastor from APEX, Professor Ng, my high school Spanish teacher ‘Señora’, my childhood babysitter Jill, and other loved ones for their support and mentorship throughout the journey. Finally, I want to attribute my Christian faith for providing constant grounding and reminding me to always count my blessings. *** Dedicated to my grandmother, Mary Maude Beuter (1928-2019), College of Wooster alumna ’49 of History and Education. Thank you for giving me my first history book when I

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