Choosing ancestors: the primary education syllabuses in Buenos Aires, Argentina, between 1975 and 1990

As many authors (e.g. Rockwell 1982) have pointed out, everyday life in schools is not a literal translation from the curriculum; classes do not follow faithfully its subjects and goals. But no one can deny the relevance of the syllabus for understanding school policies. From an archaeological point of view, curricula can be seen as monuments or artefacts of the ideals which schools attempt to impose.