Browsing by Author "Reyes Andreani, Maria Jose"

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    Dialogía intergeneracional en la construcción de memorias acerca de la dictadura militar chilena
    (2015) Reyes Andreani, Maria Jose; Cornejo Cancino, Marcela; Cruz Contreras, Maria Angelica; Carrillo, Constanza; Caviedes, Patricio
    The transmission of memories about political violence is a pressing need in societies which have experienced authoritarian rule. The article focuses on this issue in the context of the Chilean military dictatorship (1973-1990) and the memory currently being constructed about it, forty years after the coup. From a dialogic perspective, the text analyzes the type of relationship established between generations when they think back about the military dictatorship. Six discussion groups were set up, with a total of 48 participants selected according to their a) age group, b) political stance, c) socioeconomic level, and d) territory. The discursive analysis reveals the establishment of three generations -protagonist of the past, protagonist of the present, and a gray area- whose members, when recalling the dictatorship, use debate as their dialogic form without truly questioning the contents employed to construct versions of this past in their conversations.
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    Narrating to bear witness to the present: letters from children in Santiago de Chile during the social outbreak of october 2019
    (2022) Palma Flores, Evelyn; Reyes Andreani, Maria Jose; Albornoz Munoz, Natalia
    The paper analyses the voice of children in bearing witness to conflictive events in recent history. Following the Chilean social outburst starting on 18 October 2019, a letter-writing experience was conducted with 46 students between 11 and 14 years old in two primary schools in the city of Santiago de Chile. The main findings of the activity indicate that boys and girls express themselves as authorised voices to narrate the event that erupted in society, they express ethical evaluations of what happened by understanding facts through contingent and structural situations. Some students articulate the events of the present (social demands, human rights violations) with the legacy of the civil-military dictatorship (1973-1990), pointing out similarities between the two events. These findings allow us to affirm that children are valuable voices to bear witness to the history of the present within the framework of a pedagogical device.