Miguel Hidalgo ou les récits d’une figure emblématique de l’indépendance mexicaine

The images of an iconic figure such as that of Miguel Hidalgo in the Mexican textbooks are an immeasurable source for any researcher interested in the role of iconography in the construction of national identity. At a time when the bells of festivities throughout the country to mark the bicentenary of independence are ringing, we return to this article on the variations of speech related to this character erected as an icon for all schoolchildren. Through the textbooks of history from 1960 to 2000, we seek to understand how the narrative of Independence is constructed through the symbol. We will also evalue the rightful place it occupies in the formation of a national consciousness. By a cathartic effect, the images and discourses on Miguel Hidalgo aim to create a paternity case, a sort of pact between the schoolboy and his community. Independence is told to children of primary school as a family history, a turbulent history with its joys and sorrows, a story which, in sum, tries to engage these future citizens by inculcating values of respect, values considered necessary for internalization of patriotism

La Révolution mexicaine racontée aux enfants

As part of this article, we focus on representations of the Mexican Revolution in the textbooks of history which are free distributed in primary schools. In these books entitled «Mexico 2010, Bicentenario Independencia, Centenario Revolución» published the year of the centennial commemoration of the Revolution, appears a series of continuities but also iconographic breaks to illustrate this episode of Mexican history.If the multiplication of portraits of military leaders continues to illustrate the national pantheon as in the previous textbooks, a new visibility is given to people who played an important role in the revolutionary process

La Révolution mexicaine racontée aux enfants

Dans le cadre de cet article, nous nous intéresserons aux représentations de la Révolution mexicaine dans les manuels scolaires d’histoire obligatoires et distribués gratuitement dans les écoles primaires. Dans ces ouvrages intitulés « México 2010, Bicentenario Independencia, Centenario Revolución », édités l’année de la commémoration du centenaire de la Révolution, apparaissent des permanences mais aussi des ruptures iconographiques qui illustrent cet épisode de l’histoire mexicaine.Si l’omniprésence des portraits des grands hommes perpétue la tradition de l’exaltation du panthéon national des manuels antérieurs, nous constatons qu’une visibilité nouvelle est accordée au peuple placé au cœur du processus révolutionnaire.En este artículo, nos centramos en las representaciones de la Revolución mexicana en los libros de texto gratuitos y obligatorios de historia distribuidos en las escuelas primarias. En estos libros, titulados «México 2010, Bicentenario Independencia, Centenario Revolución», publicados el año de la conmemoración del centenario de la Revolución, aparecen permanencias y también rupturas iconográficas para ilustrar este episodio de la historia mexicana.Si los retratos de los grandes caudillos siguen exaltando el panteón nacional como en los libros de las generaciones anteriores, nos encontramos con una nueva visibilidad: el pueblo que ocupa el lugar central del proceso revolucionario.As part of this article, we focus on representations of the Mexican Revolution in the textbooks of history which are free distributed in primary schools. In these books entitled «Mexico 2010, Bicentenario Independencia, Centenario Revolución» published the year of the centennial commemoration of the Revolution, appears a series of continuities but also iconographic breaks to illustrate this episode of Mexican history.If the multiplication of portraits of military leaders continues to illustrate the national pantheon as in the previous textbooks, a new visibility is given to people who played an important role in the revolutionary process

Cantar y celebrar la nación mexicana. Reflexiones en torno al himno nacional y a los himnos regionales en México

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Los patios de las escuelas primarias como espacios del aprendizaje de la ciudadanía mexicana

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Las luchas por la modernidad en los libros de texto gratuitos mexicanos

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Il n'y a pas d'amour sans actes d'amour. Cérémonies civiques et intériorisation du sentiment patriotique dans les écoles primaires mexicaines

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Le Mexique et la Seconde Guerre mondiale : de la non-intervention à la déclaration de guerre

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Los patios de las escuelas primarias como espacios del aprendizaje de la ciudadanía mexicana

In a world in which it is claiming the emergence of new socio-political movements, the state tries to strengthen its national symbols through various instruments such as schools. Our article will be based on the role of civic ceremonies in Mexican elementary schools today. To direct the reading of a collective memory that integrates all children in society, the Mexican government uses schools and patriotic ceremonies to strengthen the sense of national identity. By this "learning by body" (Bourdieu, 1980), the student must respect the various official symbols (singing the hymn, honoring the flag) and internalize the respect and love of country. To understand the role of these civic ceremonies, we will use an ethnographic research carried out in various primary schools in Mexico (Mexico City, San Luis Potosí, Puebla) in which, each week, official symbols are celebrated. These celebrations take place in closed spaces (those in the school yard) and also in official ones (near public monuments). What are the purposes and the limits of these ceremonies? We will see that the school is actually transmitting a cult and values according to the national project. It tries to set a symbolic logic that retreat student into their own culture in order to avoid contradicting the role of a protective state

Mountains

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