Abstract
espanolEn las actividades diarias del aula se vuelve casi cotidiano y mecanico la conmemoracion de fechas historicas, consideradas relevantes para la agenda educativa en tanto que forman parte del recuerdo colectivo de un proceso identitario. America Latina, en particular, presenta especial atencion en las conmemoraciones que giran en torno a los procesos independentistas, estos sucesos se recuerdan mediante actos escolares estructurados de manera particular desde hace mas de dos siglos. El presente trabajo se propone mostrar las huellas que han dejado (y dejan) los actos escolares, estructurados de manera ritual y respondiendo a discursos nacionalistas inmutables desde el siglo XIX, en las trayectorias de estudiantes de profesorado y docentes de Educacion Infantil y Primaria de diferentes instituciones de formacion docente de la ciudad de Rio Cuarto (Argentina). Se busca evidenciar la continuidad de la logica ritual de los actos en la actualidad, identificando la funcionalidad nacionalizadora de los mismos. EnglishIn the daily activities of the classroom, the commemoration of historical dates considered relevant for the school calendar as part of the collective memory of an identity process becomes almost daily and mechanical. Latin America in particular pays special attention to the commemorations that revolve around the independence processes, these events are remembered through school events structured in a particular way for more than two centuries. The present paper aims to show the traces that school acts have left (and leave), structured in a ritual way and responding to immutable nationalist discourses since the 19th century in the trajectories of the trainee teachers in early childhood and primary education, in different teacher training institutions in the city of Rio Cuarto (Argentina). It seeks to demonstrate the continuity of the ritual logic of the acts today, identifying their nationalizing functionality
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