• Gonzalo de Amézola


De Amézola examines the culture of memory and curricular developments in Argentina following the military dictatorship from 1976 to 1983 and the fate of the ‘disappeared’. The first commission to investigate the crimes of the dictatorship published the Nunca Más report. While Menem’s reconciliatory policies included sweeping reforms to education, the confession of Captain Scilingo in 1995 led to an increase of interest in human rights violations, also known as the ‘memory boom’. Kirchner’s election promulgated the ‘HIJOS’ culture of memory to official policy, and stipulated study of the dictatorship a compulsory component of secondary education. De Amézola cautions against the pedagogism of memory, noting that while trauma continues to persist in Argentina, representations of its recent past are also in flux.

Further Reading

  1. Andreozzi, G., ed. Juicios por crímenes de lesa humanidad en Argentina [Trials for Crimes Against Humanity in Argentina]. Buenos Aires: Atuel, 2011.Google Scholar
  2. Franco, M. Un enemigo para la nación. Orden, violencia y ‘subversión’ [An Enemy for the Nation: Order, Violence and ‘Subversion’]. Buenos Aires: Fondo de Cultura Económica, 2012.Google Scholar
  3. Hilb, C. Usos del pasado. Qué hacemos hoy con los setenta [Uses of the Past: What We Do Today with the Seventies]. Buenos Aires: Siglo XXI, 2013.Google Scholar
  4. Jelin, E., and F. Lorenz. Educación y memoria. La escuela elabora el pasado [Education and Memory: The School Prepares the Past]. Madrid/Buenos Aires: Siglo XXI, 2004.Google Scholar
  5. Kaufmann, C. Dictadura y educación. Los textos escolares en la historia argentina reciente [Dictatorship and Education: Textbooks in Argentinian Recent History]. Buenos Aires: Miño y Dávila, 2006.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Gonzalo de Amézola
    • 1
  1. 1.Modern History and History DidacticsSapienza University of RomeRomaItaly

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