Relato del conflicto armado colombiano en los textos de ciencias sociales

The characterization of school texts as semiotic devices is presented as a valuable object of analysis to identify social representations, pedagogical intentions and conceptions about the discourse, in the case of this research, of the teaching of Colombian history. Objective: to characterize the way in which the Colombian armed conflict is narrated in a purposive sample of ninth grade social science textbooks.Methodology: from a qualitative approach, a multimodal analysis of eleven textbooks was carried out. Texts, images and other semiotic modes were analyzed separately; then the resulting intersemiosis was recognized and subsequentlythe ideological dimension was analyzed. Results: recurrences related to the recontextualization of primary discourses in school texts and to the representation of the different actors associated with the Colombian armed conflict (State, victims, civilian population) were identified. These findings are explained in light of considerations on discourse and pedagogical mediations. Conclusions: recommendations were constructed to complexify the pedagogical discourse of history and encourage critical reflectionoriented towards the construction of a country in peace and with social justice.