La patria en el sur: Representaciones del territorio patagónico argentino en textos escolares de Río Negro y Neuquén. 1960-1990

this article traces some pedagogical speeches that - presented as "objective", formal and legitimate- have helped to build a lasting imagery of patagonia in textbooks between 1960 and 1990. for that, we analyze a corpus of documents including manuals and textbooks of publication and national circulation, corresponding the second and third cycle of elementary schools in río negro and neuquén. in this regard, we note a repetition of the contents as a discursive strategy that blocks the entry of updated arguments, produced by the new trends and approaches in the social sciences and state policies in different historical periods. thus, we noticed a set of reports that consolidate a multiple physiognomy but at the same time harmonic where the conflict is not part of the representations on the patagonian territory, excepting, of course, the conquest and military occupation to defend sovereignty. the first argument is built around the description of a space that passes the "wilderness" to "civilization", the second as "border zone" and place to be populated, the third space as a source of support, production and regional enrichment.