Heterogeneidad enunciativa mostrada: el tópico civilización/barbarie en la política curricular de la provincia de Buenos Aires

Abstract

The curricular document “Subjects in Intercultural Dialogue” of the Secondary School of Buenos Aires province expresses the glotopolitical postulates of the curricular reform that began in 2007. Our work consists, on one hand, in reconstructing the polyphonic framework of presuppositions and controversies enacted by the utterance speaker; on the other, locate its position in this heterogeneous space of discursivity. To carry it on, we are framed in the Dialogical Approach of Argumentation and Polyphony (García Negroni, 2009, 2016, 2018, hereinafter EDAP) that are linked with the postulates of dialogism (Bakhtin, 1982), with the Theory of polyphony (Ducrot, 1986) and with the discursive heterogeneity (Authier-Revuz, 1984, 1995). The analysis core was the exploration of enunciative heterogeneities shown about the representations of languages, dialects and varieties in the pedagogical-ministerial discourse. From the work carried out, we could see that the interlacing of social voices builds the point of view reformist, which translates into the need to dismantle the ideas of civilization and barbarism, impregnated in the language representations inside the school curriculum.