La reorientación afectiva de la nación en tiempos de la seguridad democrática (2002-2010) y sus efectos de verdad sobre la escuela

This reflection paper explores how the Democratic Security and the Educational Revolution, as an educational flagship program of the government of Álvaro Uribe Vélez (2002-2010), positioned a controversial reading of the social and political reality of the country, as well as its possible effects in schools. Within the framework of some theoretical and methodological features derived from a genealogical perspective we attempt to understand the practices, knowledge and powers involved in the Democratic Security's re-reading of the recent past. The hypothesis states that the affective reorientation of the nation is connected to different school devices and ideologemes, and to policies that neglect the role of teachers as culture workers. The main conclusion of the article is that rather than denying the teaching of history, the democratic security government sought its instrumentalization through the mobilization of political emotions and the taming of an interpretation of the recent past of Colombia.