3. Producción
Browse
2 results
Search Results
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, “Motoso y terruco”: ideologías lingüísticas y racialización en la política peruana(Pontificia Universidad Católica del Perú, 2022-12-22)In this article, we analyze uses of “motoso” and “motoso terruco” in Peruvian politics, produced in social networks (Twitter and Facebook), which account for a semiotic process of indexical inversion in the functioning of the language ideology of motoseo. In this context, speaking “motoso” no longer refers to concrete forms of speech associated with a social group, but to practices and discourses that produce a meta-pragmatic knowledge of how “Indians” supposedly speak or should speak. The reinvention of “motoso” in articulation with “terruco” would be revealing new dynamics in the way cultural racism functions in Peru. Specifically, it emerges as a strategy to racialize, relocate and, above all, silence political figures who are seen as potential threats to a prevailing social order of colonial and neoliberal character. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, De la lingüística a las aulas: ideologías en la educación peruana(Pontificia Universidad Católica del Perú. Fondo Editorial, 2019-10-01)Taking into account the notion of symbolic market and the view of education as an instrument for social distinction (Bourdieu 2002, 2008a, 2008b, 2013), we approach in this paper the linkages between linguistics and education in Peru. With this view in mind, we analyse the language ideologies that José Jiménez Borja (1901-1982) and Luis Hernán Ramírez (1926-1997) displayed in their academic work. Both scholars have been influential in Peruvian basic education and university instruction, respectively. Ouraccount shows that linguistics has taken a share in disseminating a hierarchic and discriminatory agenda in Peruvian schools and universities. Paramount for this process is a set of ideologies that are still prevailing in Hispanic countries, both in common sense and in the academia. We suggest that a critical and historical approach to the relationship between linguistics and education can enrich the articulation between both fields, in Peru and Latin America.