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This article examines two cases of folklorization led by teachers in Peru between 1939 and 1971, and characterized by the participation of the indigenous and mestizo subjects whose local cultures were transformed into folklore. These cases show teachers as active agents of cultural change in Andean schools, who were responding to de-Indianization by promoting a serrano (pertaining to the Sierra) regional identity among their students. In this fashion, teachers were reinventing “local traditions” to produce a new popular identity based on a common regional bond, through which indigenous and mestizo populations could negotiate new waves of cultural interaction with modernity and national society. The first case analyzes the projects of Jose Maria Arguedas and Emilio Barrantes to bring local folklore to the school curriculum and to promote an Andean popular culture. The second case explores school folklore competitions organized autonomously by provincial teachers, in which traditional dances were folklorized and turned into a popular spectacle. While framing both folklorization cases within the study of teachers as local intellectuals, the article also highlights the importance of a magisterial culture in Peru that, drawing from the progressive education movement, viewed teachers as agents of sociocultural change and nationalism. Resumen Este articulo estudia dos casos de folklorizacion realizados por maestros peruanos entre 1939 y 1971, y caracterizados por la participacion de los individuos indigenas y mestizos cuyas culturas estaban siendo transformadas en folklor. Estos casos muestran a los maestros como agentes activos de cambio cultural en las escuelas andinas, respondiendo a la desindianizacion al promover una identidad regional serrana entre los estudiantes. De tal manera, los maestros estaban reinventando las tradiciones locales con el fin de producir una nueva identidad popular basada en un vinculo regional comun, y a traves de la cual las poblaciones indigenas y mestizas pudieran negociar nuevas maneras de interaccion cultural con la modernidad y la sociedad nacional. El primer caso analiza los proyectos de Jose Maria Arguedas y Emilio Barrantes para integrar el folklor local en el curriculo escolar. El segundo explora los concursos folkloricos escolares organizados por maestros provinciales, en los cuales las danzas tradicionales eran folklorizadas y convertidas en espectaculo popular. Aunque ambos casos de folklorizacion se enmarcan en el estudio de los maestros como intelectuales locales, este articulo tambien subraya la importancia de una cultura magisterial en el Peru que, influenciada por el movimiento de la Escuela Nueva, concibio a los maestros como agentes de cambio sociocultural y de nacionalismo.

Teachers, Folklore, and the Crafting ofSerranoCultural Identity in Peru