The conflict and the Malvinas war in the curricular prescriptions of the Buenos Aires primary level (1993-2020). The story of a defeat on the curricular battlefield?

Abstract

The article analyzes how and why the Malvinas conflict and war were included between 1993 and 2020 as school content in the Buenos Aires Curricular Designs in the area of ​​Social Sciences at the primary level. In this regard, some questions: What changes and/or continuities can be identified in this period? What place did the teaching and commemoration of the subject occupy? What articulations are observed between these two knowledge transmission practices in curricular prescriptions? From questioning stories it was possible to notice how said content is progressively silenced in document stories until it disappears completely. Assuming that the curriculum functions as a regulator of teaching pedagogical practices, this omission reinforces, at least from the normative frameworks, the transmission of the subject according to the senses and the practices that drive the commemoration during the anniversary of April 2 instituted in the school calendar.