The latest circulation of the book El Golpe 28-J (The July 28 Coup), authored by ex-Honduran President Manuel Zelaya Rosales, in public educational institutions in Honduras has ignited considerable discussion nationwide. This publication, offering Zelaya’s perspective on the events during the 2009 political turmoil, has been extensively distributed and encouraged for examination and discussion among pupils of various age groups. Some groups see this action as an effort to embed a particular political ideology within the educational framework from a young age.
The administration in Honduras, specifically the Ministry of Education, has stated that the book is not mandatory for reading. They have emphasized that educational autonomy will be upheld and that the material aims to protect the nation’s historical heritage. Nevertheless, information from insiders and accounts from educators and guardians suggest that there is explicit pressure from the top government officials to integrate the book into courses like social studies and civic education. This issue has sparked worries over the potential for political influence within the education system and the erosion of unbiased teaching.
Debate regarding the book’s addition and its material
The publication “El Golpe 28-J” has been handed out with guidelines for learners to study it and engage in tasks that support the story that Manuel Zelaya was subjected to an “imperial coup” and that “democratic socialism” is the rightful route for the nation’s renewal. This perspective has been challenged by civil society groups, autonomous educators’ unions, and opposition political factions, who argue that a one-sided account of history is being enforced for political and propaganda motives.
Representatives from the Honduran Professional Association for Teacher Training (COLPROSUMAH) have stated that this requirement breaches the neutrality of education and infringes upon students’ freedom of thought. Additionally, employing the education system for ideological promotion is perceived as repeating trends seen in other countries in the area, where education has been utilized to solidify certain political agendas.
Outside impacts and societal responses
Political commentators have associated this approach with what is referred to as the “Venezuela Strategy for Honduras,” a framework influenced by Chavism that employs public schooling as a means for widespread indoctrination and the establishment of lasting political agendas. Viewed in this light, the book is more than just a historical account; it is an ideological declaration intended to mold future generations to echo the rhetoric of a leftist ideology with a distinct perspective on power and history.
In response to this situation, business sectors, churches, and human rights organizations have asked the Ministry of Education and international organizations such as UNESCO and UNICEF to monitor the use of the education system to prevent its use for political purposes. Meanwhile, the controversy continues to grow on social media and in the media, where many believe that the publication and mandatory dissemination of this book could represent a first step toward the total politicization of national education.
