Formation, School and Community in the Teaching of History in Chiapas

Marco Antonio Sánchez Daza

(Chiapas Higher Normal School, Faculty of Arts, Unicach Normal Superior School of Chiapas, Mexico)

Abstract: The points addressed in this document relate holistically: The monocultural training of teachers, the westernization of their eyes, the accumulated experience of their life and work history (by multicultural peoples and communities), the resignification of their teaching practice in the experience lived in the indigenous communities where the schools are located, as well as the institutionalization of the national history, the exclusion of the original peoples in that story told (in plans, programs and textbooks), the very significance of the current school as a liberal modernity project, separated from the communities and their problems of existence. All this places a type of practice and teaching subject that needs to be read from their contexts and possibilities of autonomous action. The objective of the work is to show the imaginary, experiences and relative autonomy of the history professors trained in the conceptions of Western culture against the indigenous world in Chiapas, Mexico. The methodology used is interpretive based on interviews, life experiences and narratives of the actors. Main conclusions: Despite the unfavorable conditions, the teacher finds, under certain characteristics, a relatively autonomous conjuncture or insterstic to build a specific historical thought that investigates cultural identity, collects the excluded history and questions the national hegemonic view, manifested in a version of political history, cultural values imposed as universal and a way to stratify the past in order to dominate the present.

Key words: training school, community, teaching the history of Chiapas, worldview