Abstract: This paper analyzes the academic and historiographic management applied to the relationships between social conflict, public educational policies and identity politics that occurred in Colombia in the decades from 1960 to 1980. The emphasis of the analysis lies in the clarification of the role assigned by historiography social identity politics and citizen education in the claims of populations subjected to systematic relationships of false recognition. This task seeks to highlight the disagreement between the practical or ethical profile of citizen education policies and the logic of their implementation and the projection of such tensions in the historiographic analysis. The disagreement would respond to the institutionalization of identity policies based on the ideal of moral and racial eugenics erected as a condition of national unity and development. The point is that social history makes a tenuous questioning of such an ideal contributing to an ideological, substitute and coadjuvant management of the reification of such policies. In particular, the critical opacity legitimizes the underground use of the field of education as a space for the reproduction and naturalization of structural inequalities and injustices, mainly those experiences or practices of inequality or discrimination suffered by the populations now differentiated as ethnic minorities by virtue of their Afro descent The institutionalization of such practices has hindered the full social, political, economic and cultural inclusion of this population, as well as has disfigured the struggles for the recognition of those same populations.
Published Date: 08 Jan 2018