NEGOCIANDO EL SABER LETRADO: RETÓRICAS DE LA ASIMILACIÓN EN LA EDUCACIÓN RURAL EN EL PERÚ EN LOS AÑOS 60

Indigenist education policy in Peru in the second half of the 20th century delegated to teachers the task of assimilating the Quechua-speaking peasant population into the canons of the so-called "modern culture." For this, the teachers had to carry out a double negotiation at the time of performing their functions in the classrooms: on the one hand, they required to build their authority as representatives and transmitters of the official literate culture vis-à-vis the Andean communities; on the other, it was necessary to persuade the authorities of the sector of the relevance of their methods in achieving the objectives established by the educational policy. The study of the methodology and the underlying discourses in the teaching of reading and writing allows to shed light on this dynamic. This research proposes a rhetorical analysis of these discourses, focusing on literacy teaching proposals through literary genres and written composition techniques exposed in the theses of the teachers of the Normal School Our Lady of Lourdes de Ayacucho in the 60s. The discursive strategies used to negotiate the distance between the teaching actors and how the identity and the difference between them were regulated will be identified. Likewise, it will be possible to recognize the argumentative strategies and reasoning elaborated by the teachers to persuade about the operability of their educational proposals. This analysis will help to clarify how the educational directives were interpreted, adapted and transmitted by the rural teachers so that they can be validated according to the aspirations of the peasant populations. La política indigenista de educación en el Perú de la segunda mitad del siglo XX delegó a los maestros la tarea de asimilar a la población campesina quechuahablante dentro de los cánones de la llamada "cultura moderna". Para ello los maestros debían efectuar una doble negociación al momento de desempeñar sus funciones en las aulas: por un lado, estos requerían construir su autoridad como representantes y transmisores de la cultura letrada oficial frente a las comunidades andinas; por otro, era necesario persuadir a las autoridades del sector de la pertinencia de sus métodos en la consecución de los objetivos establecidos por la política educativa. El estudio de la metodología y de los discursos subyacentes en la enseñanza de la lectura y escritura permite arrojar luz sobre esta dinámica. Esta investigación propone un análisis retórico de estos dis