Usurpación simbólica del Sumak Kawsay: Estudio crítico-comparativo en los libros de textos de Estudios Sociales de Educación Básica Superior de 2010 y 2016

Abstract

The integration and interpretation of Sumak Kawsay in the Social Studies textbooks for Basic Higher Education derived from the national curricula of 2010 and 2016 in Ecuador reveal to us through discourse the ways of constructing knowledge from the state imaginary and the meanings that Sumak Kawsay acquires in the curricular proposals. Based on the concepts identified in the textbooks, we analyze the conceptual meanings and the signifiers of "being", "being" and "doing" of Sumak Kawsay. We focus on the configuration of Sumak Kawsay in the educational context, considering that in other contexts such as political, social and cultural, indigenous peoples have challenged the use of their worldview on Sumak Kawsay by the government and state authorities. In the sense that education is state-owned, the analyzed reference has had an impact on Ecuadorian education. Our objective, through Critical Discourse Analysis (seen from the Critical Theory of Teaching) focused on a comparative study (from a horizontal dialogue of knowledge) between textual school discourses and the perspective of indigenous peoples to demonstrate our theoretical assumption of the existence of a process of symbolic usurpation of Sumak Kawsay. Finally, our results reveal the symbolic usurpation through a process of symbolic exchange that takes Sumak Kawsay but not its meanings and signifiers influenced by ventriloquism that empty and degrade its original sense and, later, manifest new forms of state symbolic interactionism (of cold - anthropocentric societies) that have no link with the worldview of indigenous peoples (of hot - biocentric societies), as a consequence the textbooks would become instruments of school reproduction of symbolic violence with characteristics of a dominant pedagogy.