El silencio como discriminación discursiva de lo indígena Análisis socio-cognitivo de libros escolares mexicanos

Abstract

The schoolbooks are an important testimony of the ideas that the regime wants to transmit and are at the base of the identity scheme of a nation. In Mexico, textbooks have shaped a cognitive model of «Mexican» in which, for socio-political reasons, the indigenous have not been considered. This paper is embedded in the critical discourse studies. From a socio-cognitive approach, the objective is to identify, in three generations of elementary books, the textual and iconic mechanisms by which the figure of the indigenous is constructed in contrast to the prototypical model of «Mexican», as well as to elucidate the reasons why the indigenous has been silenced discursively.