| Abstract: | This study uses semiotics to analyze the presentation of Puerto Rico in a fourth‐grade social studies textbook. A process of distortion and omission legitimizes certain perceptions about society and its institutions and ignores or devalues others. The anlaysis reveals the successive myths which naturalize the contradiction of the United States’ colonial relationship with Puerto Rico. The theory of semiotics has implications for educators and minority communities, who might use it as a critical pedagogy. |
