63 results on '"HISTORY education"'
Search Results
2. Historical Consciousness and Interest in History Among Colombian and Spanish Secondary School Students
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Nilson Javier Ibagón Martín and Pedro Miralles Martínez
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history education ,secondary school students ,learning ,curriculum ,history ,Education - Abstract
This paper presents the results of a comparative study that seeks to identify conceptions of the importance of four types of formal content in history teaching (periods of history, cross-cutting themes in history, history of places, and national historical processes) among a group of Colombian (M=764) and Spanish (N=648) students in the last year of compulsory education in the cities of Bogotá and Murcia, respectively. A descriptive approach was followed based on a closed-ended questionnaire relating to historical consciousness, with item responses measured on a Likert scale. The results support the idea that the interest shown by students in the formal content proposed is an indicator that calls for a critical review of the structure and organization of history curricula in the two contexts studied.
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- 2022
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3. Historia de la Educación Anuario
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latin american history ,history education ,educational history ,science education history ,History of education ,LA5-2396 - Published
- 2023
4. Project-Based Digital Photovoice: Teaching Local History through the Visual Method
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Jamiludin Jamiludin and Darnawati Darnawati
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Digital photovoice ,PBL ,history education ,authentic learning ,historical identity ,Theory and practice of education ,LB5-3640 ,Societies: secret, benevolent, etc. ,HS1-3371 - Abstract
This project-based research falls within visual sociology in history education, which focuses on integrating local cultural heritage through digital photovoice (DP). It aims to build the students’ historical and cultural identity to preserve Indonesian cultural heritage. However, research on DP in history education is still scarce and understudied. Grounded in the Project-Based Learning (PBL) theory, this study explored how DP facilitated the students’ history learning of the local heritage. Forty-one history education students from an Indonesian public university agreed and consented to participate in the study. Data were analyzed from the PBL portfolio, student-created DP, and focus group interviews (FGI) with the students. As a result, the study highlights three key findings that PBL-DP integrated strategy: 1) facilitated and increased the students’ learning engagement, participation, autonomy, collaboration, and activeness in learning activities, 2) encouraged the production of student-created digital photovoice, and 3) promoted their historical and cultural identity. The implication of this study suggests integrating DP into history pedagogy and history teachers’ professional development.
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- 2022
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5. Dominium terrae? The Rise of the West during the Age of Discovery as a possible analytical paradigm in history teaching in Germany and Spain
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Maximilian Veigel and Diego Miguel-Revilla
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history education ,textbooks ,history teaching ,rise of the west ,historical narratives ,History (General) and history of Europe ,History (General) ,D1-2009 - Abstract
This article provides an in-depth analysis and discussion of the global-historical theory of the so-called Rise of the West during the Early Modern Age and the commonly named Age of Discovery. This theory is covered from the point of view of history education in order to question and provide a criticial examination of the framework. On the one hand, the controversial state of research of the topic is outlined, focusing on the main theoretical debates and some of the most noteworthy ideas under discussion. On the other hand, a discussion is also provided regarding some of the special requirements and essential conditions for an implementation of the idea of the Rise of the West in the curriculum. These notions are linked to both the traditional and current narratives that can be found in the German and Spanish national contexts. From this point of view, the politics of history of both nations are outlined, and, in addition, in order to provide some exemplifications, a selection of history textbooks from previous decades have been also examined in order to analyze the way some of the narratives and these themes are presented. A series of categories, including historical myths, and the Rise of the West as a special category, as well as its institutional dimensions are also discussed in order to showcase the potential of the theory and some of the shortcomings that were detected from the perspective of history education.
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- 2021
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6. Educación histórica en la escuela pandémica. Hacia una pedagogía de la emergencia
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Sebastián Plá
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history education ,pandemic ,pedagogy of emergency ,Theory and practice of education ,LB5-3640 ,History (General) ,D1-2009 ,Latin America. Spanish America ,F1201-3799 - Abstract
In this essay, I discuss what history education can do against the Covid-19 pandemic. I focus my attention in the educational dimension of history education, instead of the disciplinary knowledge. Also, I analyze the school conditions produced by the health control, overall the schools lock down and the isolate of students and teachers. For that, I describethe history education as flied of research, the situation of the school in Mexico, and I try to define some features of history education. Finally, I point out suggestion for acting in three levels. Fist, the instructional, second the curricular and third the structural. All three level use de curricular justice as frameworkand educational aims. All these suggestions are part of what I call pedagogy for the emergency.
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- 2020
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7. ‘What did it achieve?’ – Students’ conceptions about the significance of the French Revolution
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Christian Mathis
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history education ,conceptual change ,French Revolution ,Model of Educational Reconstruction ,historical consciousness ,Contemporary history ,Special aspects of education ,LC8-6691 ,History (General) and history of Europe - Abstract
This study presents students’ conceptions about the consequences and significance of the French Revolution. The data were collected from Swiss ninth graders (15 to 16 years old; N=22) by means of group discussions and problem-centred interviews. The data were evaluated using a reconstructive qualitative method. The students’ historical thinking is dominated by a belief in progress and paramount presentism. The adolescents feel entangled in the history of the French Revolution, it has a symbolic and present-future significance (Cercadillo). Thus, they construct historical significance in an exemplary way (Rüsen). These explanatory patterns are anchored in the everyday conceptions of the students and not in an academic understanding of history. Therefore, teachers should cognitively model learners’ thinking by showing how historians narrate and construct the historical significance of the French Revolution, by making this second-order concept explicit and by giving them the opportunity to explore different types of narrative (Rüsen).
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- 2021
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8. Challenges for Peacebuilding and Citizenship Learning in Colombia
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Ángela María Guerra-Sua
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social studies ,history education ,peacebuilding ,citizenship education ,colombia ,Education ,Education (General) ,L7-991 - Abstract
Some education practices can impede learning democratic citizenship agency by reinforcing injustices or omitting dissenting perspectives. Other practices may help address conflict issues through problem-posing inquiry activities. This literature review explores the ways social sciences’ curriculum practices can select knowledges that enhance peace or exacerbates violence. Considering peace and conflict theories, I highlight the limitations and possibilities for peacebuilding of Colombia’s citizenship and social sciences’ curricula. Also, I discuss the ways certain social studies curriculum decisions (selections and omissions) may reproduce violence, injustice and passivity. Finally, I discuss how certain practices may develop critical citizenship capacities to handle conflicts.
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- 2019
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9. Experiencia didáctica para la enseñanza de la historia contemporánea a través de las fuentes en Educación Superior / Teaching Experience to Teach Late Modern History through Historical Sources in Higher Education
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Nayra Llonch-Molina and Verónica Parisi-Moreno
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didáctica de la historia ,educación en valores ,fuentes primarias ,habilidades de pensamiento ,history education ,primary sources ,technology uses in education ,thinking skills ,usos de la tecnología en la educación ,values education ,Special aspects of education ,LC8-6691 ,History (General) and history of Europe - Abstract
This paper presents an experience of teaching innovation in didactics of history. The experience was carried out in initial teacher training and was based on the combined use of primary sources and digital resources, with the aim of developing an alternative teaching-learning model of history that fosters historical thinking competences. The work done by the participants evidences that the experience allows teachers in initial training to put into practice conceptual and procedural contents that are decisive for the acquisition of both contents and teaching-learning methodologies of the Social Sciences and History. -- El presente trabajo muestra una experiencia de innovación docente en didáctica de la historia. La experiencia se llevó a cabo en el Grado de Educación Primaria y se basó en el uso combinado de fuentes primarias y recursos digitales, con el objetivo de desarrollar un modelo alternativo de enseñanza-aprendizaje de la historia que fomentara competencias de pensamiento histórico. El estudio de caso realizado desvela que dicha experiencia de innovación docente permite que los maestros en formación inicial pongan en práctica contenidos conceptuales y procedimentales determinantes para la adquisición de contenidos y de metodologías de enseñanza-aprendizaje de las Ciencias Sociales y la Historia.
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- 2018
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10. Narrative inquiry and historical skills. A study in teacher training
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Cosme J. Gómez Carrasco and Jorge Sáiz
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Narrative inquiry ,history education ,elementary school techer training ,Education - Abstract
This paper addresses narrative thinking and literacy levels in future primary school teachers in Spain. It uses the study of a historical synthesis of one of the main narratives in Spanish history: the Christian expansion through Muslim territories in the Iberian Peninsula in the Middle Ages. Accounts by 283 students of the degree in elementary school teaching at the universities of Valencia and Murcia were studied. The aim was to ascertain the students' discursive abilities with respect to their historical thinking skills. The results reveal poor narrative skills in future teachers and a very low level of historical literacy.
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- 2017
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11. Revista de Investigación en Didáctica de las Ciencias Sociales
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social science ,education ,geography education ,history education ,Special aspects of education ,LC8-6691 ,Theory and practice of education ,LB5-3640 ,Social Sciences - Published
- 2019
12. Historical Skills in Compulsory Education: Assessment, Inquiry Based Strategies and Students' Argumentation
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Cosme J. Gómez Carrasco and Pedro Miralles Martínez
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HISTORY EDUCATION ,ASSESSMENT ,EXPERIENTIAL LEARNING ,TEACHING METHODS ,TEACHING STRATEGIES ,Education ,Theory and practice of education ,LB5-3640 - Abstract
This paper makes a reflection on the assessment of historical thinking in compulsory education. First, the article reflects on the type of knowledge that is being evaluated (memory or understanding). According to current thinking, assessment should meet the teaching aims set out by the teacher, it should be another means of monitoring and improving students' learning, of correcting mistakes made during the process and of taking relevant decisions. Secondly, there will be an analysis of the cognitive model of learning history proposed by international studies. The application of educational competences to assessment processes needs to be adjusted to the epistemological, pedagogical and cognitive fundaments of each subject. Finally, the article will make some proposals for evaluation, firstly by using methods of inquiry, problem-based learning and related teaching strategies, in addition to the use of tools to assess more complex skills of historical thinking with students´argumentation. Historical thinking requires a variety of assessment tools that are able to capture the different capacities of the students in their interpretation of the past and their historical skills.
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- 2016
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13. Competencias y narrativas históricas: el pensamiento histórico de estudiantes y futuros profesores españoles de educación secundaria
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Jorge Sáiz Serrano and Ramón López-Facal
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Historical thinking ,narratives ,history education ,secondary school teacher education ,Social Sciences ,Social sciences (General) ,H1-99 - Abstract
This paper examines the competencies in historical thinking of high school students and pre-service teachers in Spain, as well as their narratives about Spanish History. Qualitative methods are used in order to identify: a) their historical thinking, including substantive knowledge and use of meta-concepts; b) the narratives, the cognitive gradation (SOLO taxonomy), and the narrative subject employed. The findings show that a majority of secondary school students do not use meta-concepts. The degree of complexity of historical thinking among pre-service teachers is related to their use of substantive content. The results point to the need to improve history education, including substantive knowledge and the development of specific historical competencies.
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- 2015
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14. Four Tools for Critical Inquiry in History, Social Studies, and Civic Education
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Ángela Bermúdez
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Critical inquiry ,critical thinking ,history education ,social studies education ,civic education ,critical pedagogy. ,Social Sciences ,Social sciences (General) ,H1-99 - Abstract
The promotion of critical thinking is an important but elusive goal in history, social studies, and civic education. Teachers often struggle to translate general definitions of critical thinking into specific pedagogical tools to plan learning activities and to observe and interpret student work in these subjects. They also struggle to distinguish between “teaching critical content” and “teaching students to think critically.” In this paper, I draw upon scholarship on critical thinking, history education, moral education, and critical pedagogy to propose four tools for critical inquiry in the social domain: Problem-posing, Reflective skepticism, Multi-perspectivity and Systemic thinking. I describe how each tool works, discussing how they integrate the epistemic purpose of fostering good understanding with the social purpose of cultivating thoughtful, responsible, pluralist and non-violent citizens.
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- 2015
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15. Estudio comparativo sobre la presencia del pensamiento histórico en los currículos educativos de diferentes países
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Cosme Gómez, María Martínez-Hita, and Pedro Miralles-Martínez
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history education ,ensino primário ,Currículo ,ensino da história ,educación comparada ,Education ,educación primaria ,educação comparada ,primary education ,enseñanza de la historia ,Curriculum ,comparative education ,plan de estudios ,program of study ,programa de estudos - Abstract
Resumen Introducción. El pensamiento histórico es un aspecto de gran relevancia en la enseñanza-aprendizaje de la historia al ser un enfoque didáctico que permite el desarrollo de habilidades cognitivas más complejas desde una perspectiva constructivista. Para que la educación histórica del alumnado se base en este enfoque de enseñanza, es necesario, entre otros aspectos, su introducción en los currículos educativos. Metodología. El objetivo de esta investigación cualitativa fue comparar los currículos de diez países (Canadá, Estados Unidos, México, Chile, Argentina, Australia, Inglaterra, Portugal, Francia y España), relevantes por sus publicaciones sobre esta temática, para comprobar la presencia de los conceptos de pensamiento histórico en ellos mediante la técnica de análisis de contenido. Resultados. Los resultados evidenciaron que dichos conceptos han sido incorporados en la mayoría de los currículos conforme a lo defendido por las investigaciones educativas llevadas a cabo sobre esta temática. Discusión. Sin embargo, algunas modificaciones son necesarias en los programas educativos de otros países para fomentar el desarrollo del pensamiento histórico del alumnado. Para ello, los currículos en los que los conceptos históricos propios de este enfoque de enseñanza están plenamente integrados pueden servir de modelo y referente. Abstract Introduction. Historical thinking is a highly relevant aspect in teaching-learning history as it is a didactic approach that allows the development of more complex cognitive skills from a constructivist perspective. For students’ historical education to be based on this teaching approach, it is necessary to introduce it into educational curricula, among other aspects. Method. This qualitative research aimed to compare the curricula of ten countries (Canada, the United States, Mexico, Chile, Argentina, Australia, England, Portugal, France, and Spain), of particular relevance for their publications on this subject, to verify the presence of historical thinking concepts in them through the technique of content analysis. Results. The results showed that these concepts were incorporated into most curricula according to educational studies conducted on this subject. The results showed that most of the curricula have echoed the educational research carried out on this theme, including such concepts in their study programs. Discussion. Nevertheless, some modifications are necessary in the study programs of other countries to foster the development of historical thinking among students. To this end, curricula in which the historical concepts proper to this teaching approach are fully integrated can serve as a model and reference. Resumo Introdução. O pensamento histórico é um aspecto altamente relevante no ensino-aprendizagem da história, pois é uma abordagem didática que permite o desenvolvimento de competências cognitivas mais complexas, a partir de uma perspectiva construtivista. Para que a educação histórica dos estudantes se baseie nesta abordagem pedagógica, é necessário, entre outros aspectos, introduzi-la nos currículos escolares. Metodologia. O objectivo desta investigação qualitativa era comparar os currículos de dez países (Canadá, Estados Unidos, México, Chile, Argentina, Austrália, Inglaterra, Portugal, França e Espanha), relevantes para as suas publicações sobre este tema, a fim de verificar a presença dos conceitos de pensamento histórico nos mesmos através da técnica de análise de conteúdo. Resultados. Os resultados mostraram que estes conceitos foram incorporados na maioria dos currículos, de acordo com a investigação educacional realizada sobre este assunto. Discussão. No entanto, são necessárias algumas modificações nos programas educacionais de outros países, a fim de encorajar o desenvolvimento do pensamento histórico entre os estudantes. Para tal, os currículos nos quais os conceitos históricos próprios desta abordagem pedagógica estejam plenamente integrados podem servir de modelo e referência.
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- 2022
16. Recursos digitales y enfonques de enseñanza en la formación inicial del profesorado de historia
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Gómez Carrasco, Cosme Jesús, Rodríguez Medina, Jairo, Chaparro Sainz, Álvaro, and Alonso García, Santiago
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Formación inicial del profesorado ,Teaching Resources ,Tecnología educativa ,Máster de Educación Secundaria ,Enseñanza de la historia ,Recursos didácticos ,PGCE ,Educational Technology ,History Education ,Preservice Teacher Education - Abstract
Esta investigación ha sido posible gracias al proyecto de I+D de «Generación de conocimiento» PGC2018-094491-B-C33 financiado por el Ministerio de Ciencia e Innovación y cofinanciado con fondos FEDER de la Unión Europea, gracias al proyecto 20638/JLI/18 financiado por la Fundación Séneca, gracias al proyecto “HistoryLab for European Civic Engagement: open e-Toolkit to train History Teachers on Digital Teaching and Learning”, subvencionado por el SEPIE en la convocatoria ERASMUS + KA226 [2020-1-ES01-KA226-HE-095430], y gracias al proyecto de investigación PID2020- 113453RB-I00, subvencionado por la Agencia Estatal de Investigación de España (AEI/10.13039/501100011033) El presente trabajo se aborda teniendo en cuenta los estudios que demuestran la vinculación que realizan los docentes en formación con la función lúdica o motivacional concedida a las TIC y a los recursos digitales, así como a partir de las investigaciones que exponen la asociación existente entre el enfoque de enseñanza centrado en el docente (ITTF) con un aprendizaje superficial y el enfoque centrado en el alumnado (CCSF) con un aprendizaje profundo. Sobre este enunciado, se plantea como objetivo general analizar los enfoques de enseñanza del futuro profesorado de historia en España y su relación con sus opiniones sobre el uso de recursos digitales en un aula. Para ello, se utilizó un diseño cuantitativo no experimental, con una escala Likert, en el que participaron 646 estudiantes del Máster de Formación del Profesorado de la especialidad de Geografía e Historia de 22 universidades nacionales diferentes, es decir, el 70% de los centros de Educación Superior que ofertan dicha titulación en España. Como conclusión general, el análisis estadístico realizado con los datos correspondientes a los enfoques del futuro profesorado de historia en España y su relación con sus opiniones sobre el uso de recursos digitales en un aula permite inferir que la validación y la fiabilidad de la herramienta aplicada es muy positiva; que existe una débil vinculación de los recursos digitales con los procesos educativos y; por último, que se destaca una relación significativa entre la aplicación de un enfoque de enseñanza concreto y una visión particular acerca del uso de los recursos tecnológicos. The present research is approached taking into account the studies that demonstrate the connection that teachers in training make with the playful or motivational role granted to ICT and digital resources, as well as from the research shown by the association between a teacher-centred teaching approach (ITTF) with superficial learning and a student-centred approach (CCSF) with deep learning. Thus, the general objective of this research is to analyze the teaching approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom. For this purpose, a non-experimental quantitative design with a Likert scale was used, in which 646 students of the Master’s Degree in Teacher Training in the specialty of Geography and History from 22 different national universities participated, that is, 70% of the universities offering this degree in Spain. As a general conclusion, the statistical analysis carried out with the data corresponding to the approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom allows us to infer that the validation and reliability of the applied tool is very positive; that there is a weak link between digital resources and educational processes and; finally, a significant relationship between the application of a particular teaching approach and a particular view about the use of technological resources is highlighted. Ministerio de Ciencia e Innovación FEDER Fundación Séneca SEPIE Agencia Estatal de Investigación de España
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- 2022
17. Conciencia histórica: pasado y presente en la perspectiva de los jóvenes en Portugal
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Isabel Barca
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youngsters’ historical consciousness ,history education ,concepts of change ,temporal orientation ,history and identity ,Theory and practice of education ,LB5-3640 ,History (General) ,D1-2009 ,Latin America. Spanish America ,F1201-3799 - Abstract
The field of research in history education developed under a qualitative approach in the line of Peter Lee and Denis Shemilt pioneer work, in UK, has been especially fruitful to a consistent history teaching. One of its most relevant foci nowadays has been the inquiry about indicators of the youngsters’ historical consciousness, according to the Jörn Rüsen philosophical approach. With this theoretical framework, a study wit Portuguese 9th graders was carried out to explore implicit relationships between understanding the past and the formation of national and global identities, in connection with conceptions of historical change and temporal orientation. To achieve that goal, students wrote their accounts about the contem-porary national and world history. The results here presented are discussed as a diagnosis of the youngsters’ historical consciousness construction, providing a reflexive basis for consistent practices in the History teaching domain.
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- 2013
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18. Panta rei
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history ,art history ,history education ,archaelogy ,teaching history ,Special aspects of education ,LC8-6691 ,History (General) and history of Europe - Published
- 2016
19. Educação Histórica: vontades de mudança Historical Education: wishes for change
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Isabel Barca
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mudança em História ,conceções de alunos em História ,epistemologia da História ,educação histórica ,change in History ,students' conceptions in History ,epistemology of History ,history education ,Theory and practice of education ,LB5-3640 - Abstract
Para explorar de forma aprofundada as conceções de mudança para lá de análises do presente, importa relembrar algumas discussões de caráter epistemológico em que perpassam visões diversas acerca da Mudança em História, algumas já ultrapassadas mas que permanecem a nível do senso comum. Perante uma intensa produção historiográfica permanentemente em renovação e aberta a diversos pontos de vista e enfoques. Pode-se inferir que a mudança em História, num quadro de reconhecimento de multiperspectiva, é concebida de forma complexa e problemática, sem um sentido fixo ou uma direção determinada. Em educação histórica, as conceções de alunos sobre o conceito de Mudança têm sido já objeto de alguns estudos que podem fornecer pistas frutuosas para a ação educativa. Neste sentido, apresentam-se e discutem-se os fundamentos teóricos, métodos e resultados de alguns desses estudos sobre ideias de alunos de vários países acerca da mudança em História. Algumas implicações destes estudos pretendem constituir-se como pistas que ajudem a desenvolver um tipo de orientação temporal eventualmente mais adequada aos tempos de incerteza que hoje se vivem.To deeply explore the conceptions about historical change beyond presentist analyses some relevant epistemological debates among diversified views on the issue must be reminded. Although some of them are now outofdate, they still have remained at a commonsense level. In the light of an intensive, permanently renovated historiographical production, open to different perspectives and foci, we might infer that, under a framework of multi perspectivism acknowledgement, change in History is conceived in a complex and problematic manner, with no fixed meaning or predetermined direction. In History Education, the students' conceptions on change have been explored in some studies with fruitful clues for educational action. Accordingly, in this paper the theoretical background, methods and results from those studies in several countries on students' ideas about change in history will be given. Some of their implications are intended to contribute as clues to help developing a type of temporal orientation eventually more appropriate to these times of uncertainty we currently live in.
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- 2011
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20. Taking the perspective of the other seriously? understanding historical argument Levando a sério a perspectiva do outro: compreendendo o argumento histórico
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Arthur Chapman
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Educação histórica ,aprendizagem histórica ,argumento ,history education ,historical learning ,argument ,Theory and practice of education ,LB5-3640 - Abstract
This paper discusses the nature of argument and its role and importance in historical learning. The paper describes pedagogic strategies developed to help school pupils understand what argument is, model how arguments work and think about how arguments can be evaluated. These strategies are explained as generic critical thinking strategies and the article then demonstrates how these strategies can be applied in history education contexts. The strategies that the article describes aim to make the logical relationships that are embodied in arguments clear to students through the use of analogies and active learning strategies that seek, first, to enable students to represent logical relationships in concrete ways and, second, to help students manipulate and explore these relationships.Este trabalho discute a natureza do argumento e seu papel e importância na aprendizagem histórica. Este trabalho descreve as estratégias pedagógicas desenvolvidas para auxiliar os alunos a compreender o que é o argumento, a estabelecer modelos de como os argumentos funcionam e a pensar como os argumentos podem ser avaliados. Estas estratégias são explicadas enquanto estratégias genéricas de pensamento crítico; e o artigo demonstra, então, como elas podem ser aplicadas em contextos de educação histórica. As estratégias descritas objetivam tornar claras, para os alunos, as relações lógicas incorporadas pelos argumentos, através do uso de analogias e estratégias de aprendizagem ativa. Estas procuram, primeiramente, possibilitar que os alunos representem relações lógicas de maneira concreta e, em segundo lugar, auxiliar os alunos a manipular e explorar estas relações.
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- 2011
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21. O currículo de história em Inglaterra, Portugal e Espanha: contextos diferentes e problemas comuns
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Antoni Santisteban, Alfredo Gomes, and Edda Sant
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Currículum de historia ,Educação histórica ,History education ,Currículo de história ,Escalas temporales ,Theory and practice of education ,Finalidades de la historia ,Escalas temporais ,Pensamiento histórico ,Pensamento histórico ,Historical thinking ,History curricula ,Educación histórica ,Finalidades da história ,Purposes of history education ,Historical scales ,LB5-3640 - Abstract
RESUMEN En este trabajo analizamos los currículums de historia de tres países: España, Portugal e Inglaterra. El análisis se realiza siguiendo un mismo esquema interpretativo, primero una descripción del contexto y de la tradición curricular, después diferentes elementos del currículum: finalidades, escalas temporales y espaciales, contenidos y enfoque metodológico. Para analizar cada caso hemos escogido la etapa educativa de educación secundaria obligatoria de cada país, aunque no en todos los casos coinciden las edades con exactitud. Entre cada país existen diferencias evidentes, tanto en el proceso de elaboración y debate sobre el currículum, como en las prioridades del mismo. Hemos focalizado nuestra atención en cuestiones como la concepción inherente en cada currículum sobre el papel del profesorado en tomar decisiones sobre qué y cómo enseñar, la utilidad de la historia para comprender el mundo actual, la formación del pensamiento histórico, así como la relación entre la educación histórica y la educación para la ciudadanía. Por último, comprendemos las diferencias que existen entre los mismos, por tradición y por contexto social, pero percibimos semblanzas y diferencias, pero sobretodo problemas comunes que cada país afronta con propuestas distintas. RESUMO Com este trabalho analisamos os currículos de história em três países: Espanha, Portugal e Inglaterra. A análise segue o mesmo esquema interpretativo: primeiro, uma descrição do contexto e da tradição curricular; depois, diferentes elementos do currículo: finalidades, escalas temporais e espaciais, conteúdos e propostas metodológicas. Para analisar cada um dos casos escolhemos o ciclo do ensino secundário de cada país, ainda que não haja uma coincidência exata de idades entre eles. Entre os países existem diferenças evidentes, tanto no processo de elaboração e debate sobre o currículo, como nas prioridades apontadas. Focamos a nossa atenção em questões como a concepção subjacente a cada currículo, sobre o papel do professor na tomada de decisões, o quê e o como ensinar, a utilidade da história para compreender o mundo atual, a formação do pensamento histórico e a educação para a cidadania. Por último, compreendemos as diferenças que existem entre os currículos, por tradição e por contexto social, mas percebemos semelhanças e diferenças e, principalmente, problemas comuns que cada país enfrenta com propostas diferenciadas. ABSTRACT We examine the curricula in three different countries: Spain, Portugal and England. We first provide a description of the context and its curricular tradition. We then examine the aims, the historical and geographical scales, the programmes of study and the pedagogical approaches. We focus on secondary education, although age groups are not entirely coincident. There are apparent differences related to curricula development, critical debates, and priorities. We prioritise examining the role of teachers, the use of history to approach contemporary debates, and the relationship between history and citizenship education. Although there are significant differences, there are also similarities in the way each country approaches common issues.
- Published
- 2021
22. Aspectos políticos e econômicos da circulação do livro didático de História e suas implicações curriculares The political and economical aspects of the History textbook circulation and its implications with the curriculum
- Author
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Célia Cristina de Figueiredo Cassiano
- Subjects
Livro didático ,Políticas públicas ,Ensino de História ,Textbooks ,public policies ,History education ,History (General) ,D1-2009 - Abstract
O texto aborda aspectos da circulação do livro didático, que antecedem sua entrada na escola, mas deixam marcas nos saberes que circulam na sala de aula. Para isto, apresenta um panorama das políticas públicas para o livro didático no Brasil, em 2004, e traz um estudo sobre como esses processos interferem, tacitamente, no currículo em ação, por meio dos livros didáticos de História recebidos pelas escolas públicas da cidade de São Paulo, em 2002.The article considers some aspects of the textbook circulation that precedes its ingress into the school, but interferes directly with the knowledge present at the classroom. It reveals the Brazilian public policies for the textbooks, in 2004, and analyses the interference of this policies on the curriculum through the History textbooks, adopted in the public school system of the city of Sao Paulo, during 2002.
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- 2004
- Full Text
- View/download PDF
23. Nuevos y permanentes retos para la enseñanza de la historia, las ciencias sociales y la educación para la ciudadanía en la enseñanza obligatoria en Finlandia. Conclusión de recientes investigaciones
- Author
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Arja Virta
- Subjects
history education ,social studies ,citizenship education ,adolescents’ civic attitudes ,Education - Abstract
The article presents the main findings of studies carried out at the national and the international level, related to the teaching of History and Social Studies in compulsory education in Finland, and also shortly describes some considerations about these subjects’ curricula. The objectives for these two subjects, as well as the assessment criteria, in the present Curriculum for Elementary School have been designed for the development of cognitive competences since 2004. Furthermore, the purpose of these subjects is to contribute in the development of the students’ active and responsible role in society. Adolescents’ knowledge, their participation and attitudes related to citizenship, politics and society were investigated in two large scale international evaluations. Of interest is also the first national evaluation study (2012). Recent research provides contradictory messages about adolescents’ development. The cognitive development is at a good level, although the national assessment indicates problems in skills related to the learning of History and Social Studies.There are also new challenges that emerge from studies such as certain level of gender differences related to knowledge and attitudes. Finally, on the basis of this general overview, the article proposes some conclusions related to the teaching and the training of History and Social Studies teachers.
- Published
- 2014
24. The political subjectivity of the social science teacher in the teaching of recent Colombian history
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Tabares Ospina, Anderson and Bolívar Osorio, Rosa María
- Subjects
Maestros ,History education ,Transformación social ,Enseñanza de la historia ,Enseñanza de las ciencias sociales ,Social science education ,Subjetividad ,Conflicto ,Sujeto ,vocabularies.unesco.org/thesaurus/concept64 [http] ,vocabularies.unesco.org/thesaurus/concept9854 [http] - Abstract
RESUMEN : El presente trabajo reconociendo al maestro en cuanto sujeto político buscó analizar las posiciones de sujeto asumidas por los maestros de Ciencias Sociales de dos instituciones educativas de la ciudad de Medellín en la enseñanza de la historia reciente de Colombia como expresión de su subjetividad política. Para ello, desde un enfoque social cualitativo se realizó un estudio de caso, en el cual se trabajó con 6 maestros de Ciencias Sociales de dos instituciones, una ubicada en la comuna 13 y otra en la comuna 10, ambos contextos signados por la violencia. Tras el acercamiento con estos maestros a través de entrevistas semiestructuradas y la revisión de literatura concerniente al tema, se pudo reconocer que estos maestros son sujetos políticos que asumiendo posición y siendo conscientes de su rol político, convirtieron la historia reciente en un contenido a enseñar en sus aulas, principalmente una historia reciente de la violencia, esto con el objetivo de que sus estudiantes, partiendo del reconocimiento del pasado puedan comprender el presente y le apuesten a su transformación. Lo expuesto en este trabajo, permite así reconocer al maestro como un sujeto que se posiciona en la enseñanza de la Historia Reciente, denotando su subjetividad política, pues el posicionamiento es un acontecer político en el cual el sujeto reconoce su pasado y proyecta un futuro. ABSTRACT: This job, recognizing the teacher as a political subject, sought to analyze the subject positions assumed by the Social Science teachers of two educational institutions in the city of Medellin in the teaching of recent Colombian history as an expression of their political subjectivity. For this purpose, from a qualitative social research, a case study was conducted with 6 social science teachers from two institutions, one located in commune 13 and the other in commune 10, both contexts marked by violence. After approaching these teachers through semi-structured interviews and the review of literature concerning the subject, it was possible to recognize that these teachers are political subjects who, assuming a position and being aware of their political role, turned recent history into a content to be taught in their classrooms, mainly a recent history of violence, with the objective that their students, starting from the recognition of the past, can understand the present and bet on its transformation. What has been exposed in this job allows us to recognize the teacher as a subject who positions himself in the teaching of recent history, denoting his political subjectivity, since positioning is a political event in which the subject recognizes his past and projects a future.
- Published
- 2021
25. A guerra das narrativas: debates e ilusões em torno do ensino de História
- Author
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Christian Laville
- Subjects
Ensino de História ,Política ,Narrativa ,History Education ,Politics ,Narrative ,History (General) ,D1-2009 - Abstract
Em quase todas as partes do mundo, os programas escolares exigem que o ensino da história desenvolva nos alunos a autonomia intelectual e o pensamento crítico. Há muito tempo não se vê mais a missão de incutir nas consciências uma narrativa única glorificando a nação ou a comunidade. No entanto, quando o ensino da história é questionado nos debates públicos, é sempre com referência a esse tipo de narrativa: embora não fazendo mais parte dos programas, esse continua sendo o único objeto dos debates. Este artigo dá inúmeros exemplos atuais de tais debates, antes de concluir que são provavelmente vãos e que as pessoas se iludem sobre os efeitos reais da história ensinada. Alguns exemplos também são dados a esse respeito.Almost everywhere in the world, official school curricula require that the teaching of history develop students' capacity for intellectual autonomy and critical thinking. They don't bear anymore the mission to instil in students' consciousness a single narrative glorifying the nation or the community. Still, whenever the teaching of history is called into question in public debates, it is always in reference to this sort of narrative: school curricula do not include it, yet it is the sole point of these debates. The article gives several examples of such debates throughout the world. It then concludes that these are most probably pointless debates as it seems we overestimate the actual effects of history education. Examples of this are also given.
- Published
- 1999
- Full Text
- View/download PDF
26. Educación histórica en la escuela pandémica : Hacia una pedagogía de la emergencia
- Author
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Plá, Sebastián
- Subjects
Pandemia ,Pedagogy of emergency ,Pandemic ,History education ,Pedagogía de la emergencia ,Educación histórica ,Historia ,Pandemias - Abstract
En este ensayo discuto las posibilidades de la educación histórica frente a la pandemia de Covid-19. Centro la atención en la dimensión educativa por sobre el saber disciplinar en la educación histórica, así como tener presente las condiciones escolares que han producido las medidas sanitarias, especialmente el cierre de las escuelas y el aislamiento de docentes y estudiantes en sus hogares. Para esto analizo la educación histórica como campo de investigación, describo las condiciones escolares en México a lo largo del 2020, número las características y funciones sociales de la educación histórica que considero más urgente tener presente en este momento histórico, y cierro con algunas sugerencias generales de intervención en tres niveles: el didáctico e inmediato, el curricular y de mediano plazo y el estructural, que tiene la intención de fomentar la justicia curricular en la educación histórica en tiempos de pandemia. Estas propuestas, son parte de lo que denomino una pedagogía para la emergencia., In this essay, I discuss what history education can do against the Covid-19 pandemic. I focus my attention in the educational dimension of history education, instead of the disciplinary knowledge. Also, I analyze the school conditions produced by the health control, overall the schools lock down and the isolate of students and teachers. For that, I describe the history education as flied of research, the situation of the school in Mexico, and I try to define some features of history education. Finally, I point out suggestion for acting in three levels. Fist, the instructional, second the curricular and third the structural. All three level use de curricular justice as framework and educational aims. All these suggestions are part of what I call pedagogy for the emergency., Facultad de Humanidades y Ciencias de la Educación
- Published
- 2020
27. Revista de educación
- Author
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Jairo Rodríguez-Medina, Cosme Jesús Gómez Carrasco, Ramón López Facal, Pedro Miralles Martínez, and Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
- Subjects
Mapeo científico ,Science mapping ,investigación sobre literatura científica ,History education ,Análisis bibliométrico ,Bibliographic network analysis ,historia ,enseñanza ,Análisis de conglomerados ,ESCI ,Cluster analysis ,fuentes de información ,Educación histórica ,publicación periódica - Abstract
En los últimos años se ha incrementado la investigación sobre educación histórica. Los estudios de revisión convienen en que pensamiento histórico y conciencia histórica son dos ejes fundamentales de las investigaciones en las últimas décadas. También se ha profundizado en conceptos metodológicos clave, líneas de investigación actuales, la práctica docente y los usos y fines de la enseñanza de la historia. El objetivo de este artículo es analizar la producción académica sobre educación histórica en revistas incluidas en las bases de datos del Core Collection de la Web of Science en el periodo 2007- 2017 y comprobar el impacto de la nueva base de datos ESCI (Emerging Sources Citation Index). Se realizaron búsquedas sistemáticas en las bases de datos del Web of Science: Science Citation Index Expanded, Social Sciences Citation Index, Arts & Humanities Citation Index y Emerging Sources Citation Index. Se ha realizado un análisis bibliográfico a través de un mapeo científico. Se han utilizado tres técnicas bibliométricas: visualización de similitudes (VOS), mapeo temático y análisis visual. El análisis ha permitido identificar las principales temáticas que articulan la educación histórica como un campo específico de conocimiento. Se ha constatado que la producción se concentra en número reducido investigadores y países, aunque con un incremento notable. Se han multiplicado por diez las publicaciones sobre educación histórica presentes en la WoS. Este incremento se ha debido fundamentalmente a la incorporación de las revistas ESCI (emergentes) a partir de 2015. Se ha comprobado la influencia de la inclusión de esta nueva base de datos en la visibilización de países y grupos de investigación emergentes. La incorporación de revistas en la ESCI ha permitido una mayor diversidad de la producción académica en la WoS. Esto ha confirmado una mayor presencia de investigaciones sobre educación histórica en países como España, Brasil o Rusia. No obstante, las diferencias temáticas entre ESCI y las principales del Core Collection son escasas. Se señalan además algunas debilidades, entre ellas la atomización y escasez de colaboraciones entre investigadores de diferentes nacionalidades e incluso entre los de la misma nacionalidad. Se identifican además los principales nodos que articulan las redes de investigación emergentes. Historical education research has increased in recent years. Revision studies agree that historical thinking and historical awareness are two fundamental axes of research in recent decades. It has also delved into key methodological concepts, current lines of research, teaching practice and the uses and purposes of teaching history. The aim of this article is to analyse the academic production on historical education in journals included in the databases of the Core Collection of the Web of Science in the period 2007-2017 and to check the impact of the new database ESCI (Emerging Sources Citation Index). Web of Science databases were systematically searched: Science Citation Index Expanded, Social Sciences Citation Index, Arts & Humanities Citation Index and Emerging Sources Citation Index. A bibliographic analysis has been carried out through a science mapping. Three bibliometric techniques have been employed: visualization of similarities; thematic mapping and evolution; and visual analytics. Our analysis has made it possible to identify the main topics which articulate history education as a specific field of knowledge. It has been noted that scientific production is concentrated in a small number of researchers and countries. There has been a tenfold increase in the publications on historical education in WoS. This increase is mainly due to the incorporation of ESCI (emerging) journals from 2015. The influence of the inclusion of this new database in the visibility of emerging countries and research groups has been proven. The incorporation of journals into ESCI has allowed for a greater diversity of academic production in WoS. This has confirmed a greater presence of research on historical education in countries such as Spain, Brazil or Russia. However, the thematic differences between this database and the main ones in the Core Collection are small. Certain weaknesses are pointed out, among them the atomization and scarcity of collaboration among researchers of different nationalities and even among those from the same country. Este trabajo es resultado de los proyectos de investigación PGC2018-094491-B-C31 y PGC2018- 094491-B-C33, subvencionados por el Ministerio de Economía y Competitividad de España, 20638/JLI/18 y 20874/PI/18, financiados por la Fundación Séneca de la Región de Murcia SI
- Published
- 2020
28. El profesorado de Historia y Ciencias Sociales ante los retos de la diversidad cultural: un estudio de casos en la comuna de Santiago de Chile
- Author
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Cid Cifuentes, Rodrigo, Mallart i Navarra, Joan, and Universitat de Barcelona. Facultat d'Educació
- Subjects
Didàctica de la història ,History education ,Enseñanza de la historia ,Educació inclusiva ,History teaching methods ,Didáctica de la historia ,Educación inclusiva ,Multiculturalism ,Multicultural education ,Multiculturalismo ,Ciències de l'Educació ,Inclusive education ,Educación intercultural ,Ensenyament de la història ,Multiculturalisme ,Educació intercultural - Abstract
[spa] Como bien sabemos, a los centros educativos se han ido incorporado una gran cantidad de estudiantado inmigrante, lo que ha generado complicaciones para el profesorado los incluya en sus prácticas pedagógicas. En ese contexto, es necesario realizar prácticas educativas para una diversidad cultural no sólo en Chile, sino en todos los rincones de nuestro planeta. La presente tesis doctoral analiza las prácticas pedagógicas del profesorado de Historia y Ciencias Sociales en aulas multiculturales de educación secundaria de la comuna de Santiago de Chile. Sus resultados nos permiten evidenciar cómo se están incluyendo las particularidades del estudiantado inmigrante por parte del profesorado de Historia y Cs. Sociales, como también las necesidades de formación que tiene este profesorado en sus prácticas docentes diarias para contextos multiculturales. La idea es aportar al debate respecto a cómo se presentan los contenidos en esta disciplina y como el profesorado está restringido por estos mismos, para realizar prácticas interculturales. El estudio se compone de varios apartados, comenzando con un apartado de antecedentes de lo que ha ocurrido en Chile en las últimas décadas en materia de migraciones, cambio poblacional del país, junto a la distribución y oferta educacional que existe en el país. Posterior a ello, se expone un marco teórico que nos enmarca dentro del tema a investigar, desde diversidad cultural y su gestión en el ámbito educativo, la enseñanza de la Historia y, por último, el clima de aula que se genera en estos contextos. Continuamos con un detallado marco metodológico donde se expone el diseño utilizado de tipo cualitativo usado en la investigación, basado en estudio de caso. Seguido a la presentación del tratamiento realizado al material obtenido con las técnicas de recogida de la información utilizada, junto a una interpretación de los resultados de la investigación. En un último apartado, se expone una discusión teórica de estos resultados, junto a las conclusiones, estas nos muestran que las prácticas pedagógicas siguen estando más cerca del asimilacionismo qué de prácticas interculturales. Debido a que el profesorado no cuenta con una formación sólida, tanto teórica como práctica, en ámbitos de la gestión de la diversidad cultural, para responder a estas demandas, por falencias en su formación. Además, los contenidos de la disciplina de Historia, invisibilizan al estudiantado inmigrante u otro colectivo, por una hegemonía cultural que, a pesar de reconocer esta diferencia, hace que toda persona que no se ajuste a los “cánones” establecidos como “cultura de país”, no sea aceptada, reflejado sobre todo en el aula, donde influye en el clima de la clase. Debido a que el estudiantado trae desde sus hogares y familias ideas preconcebidas sobre el inmigrante, generando acciones discriminatorias hacia este, que provoca que, en definitiva, no se incluya al estudiantado inmigrante. De acuerdo a esto, se aportan orientaciones para futuras formaciones iniciales y permanentes para el profesorado en Chile, y modificar la formación y preparación del profesorado para que realicen prácticas pedagógicas que incluyan al conjunto del estudiantado haciéndoles sentir participe de esta sociedad. De esta manera se colaborará en mayores oportunidades para este estudiantado inmigrante, disminuyendo la brecha de desigualdades, apostando por mayor democracia y justicia social en los centros educativos y con ello, en la sociedad., [eng] This doctoral thesis analyses the History and Social Sciences teacher pedagogical practices in the context of multicultural secondary education classrooms in the city of Santiago de Chile. The study begins with a background section of what has happened in Chile in the last recent decades in terms of migration, population country evolution. It also focuses on the distribution and educational offered by the country. Subsequently, the study takes into analysis the theoretical framework of the topic to investigate and associated issues in terms of cultural diversity management in the educational field, specifically in the teaching of history, as well as the environment of the classroom. The study continues with a detailed methodological framework where the qualitative design is exposed, which is based on the case study of the research. The work done with the collected data is exposed, followed by an interpretation of the results. In a final section, a theoretical discussion of these results is presented, together with the conclusions; these show us that pedagogical practices are still closer to assimilationism than to intercultural practices. This is related to the fact that teachers do not have a solid training, neither theoretical nor practical, in areas of cultural diversity management, and, due to shortcomings in their training, they are not able to respond to these demands. In addition to this, the contents of the History discipline make the immigrant students or other group “invisible”, due to a cultural hegemony that, despite recognizing this difference, does not accept any person who does not conform to the “canons” established as “country culture”. This will also be reflected above all in the classroom, where it influences the class environment. This attitude comes from the preconceived ideas about the immigrant, which can be very different and singular in any home and family, and it can generate discriminatory actions, and causes that, ultimately, the immigrant student is excluded. Therefore, guidance is provided for new and ongoing training programs for teachers in Chile, from incorporating other perspectives, approaches and / or more elements; so that at the end of their training they are capable to carry out pedagogical practices that include all the students of the classroom.
- Published
- 2019
29. O ensino de história da América Latina no Brasil: sobre currículos e programas (La enseñanza de la historia de América Latina en Brasil: currículos y programas) (Teaching Latin American and Brazilian History: Curriculum and Programs) (L'enseignement de l'histoire d'Amérique Latine au Brésil: curriculums et programmes )
- Author
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Thamar Kalil-Alves and Wellington de Oliveira
- Subjects
Ensino de história ,história da América e currículos ,Enseñanza de historia ,historia de América y currículos ,History Education ,American History ,Curriculums ,Enseignement de l'Histoire ,histoire de l'Amérique et curriculums. ,Education ,Education (General) ,L7-991 - Abstract
ResumoEste texto tem como objetivo apresentar os percursos do ensino de História da América no Brasil nos cur- rículos de História para educação básica, em especí- fico, para o espaço escolar, hoje, denominado Ensino Médio. Para tanto tomaremos, à guisa de investigação, uma longa temporalidade: do final do século XIX ao início século XXI, por meio de uma revisão histórica das propostas curriculares oficiais.ResumenEste texto tiene como objetivo pre- sentar la trayectoria de la enseñanza de Historia de América Latina en Bra- sil, en los currículos de Historia para educación básica, especialmente en el espacio escolar conocido como En- señanza Media. Para ello, con fines investigativos, tomaremos una larga temporalidad: del final del siglo XIX al inicio siglo XXI, por medio de una revisión histórica de las propuestas cu- rriculares oficiales.AbstractThis article aims to describe the tea- ching of Latin American History in Bra- zil, in the history curriculum for basic education, especially in what is known in Brazil as Middle School. For research purposes, we will take an extensive period —from the late 19th century until the early 21st— for which we will review the official curriculum po- sitions.RésuméCe texte a l'objectif de présenter la trajectoire de l'enseignement de l'Histoire d'Amérique Latine au Brésil, dans les curriculums d'Histoire pour l'éducation basique, notamment dans l'espace connu comme l'enseignement au collège. Pour cela, avec les fins de la recherche, nous prendront une lon- gue temporalité: de la fin du XIX siècle au commencement du XXI siècle, au moyen d'un bilan historique des pro- positions officielles du curriculum.
- Published
- 2011
30. Ideas de los jóvenes españoles acerca del pasado reciente: el caso de la Transición a la democracia
- Author
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Diego Miguel-Revilla, Rosendo Martínez-Rodríguez, Esther López-Torres, and María Sánchez-Agustí
- Subjects
history education ,Cultural Studies ,Transición democrática española, 1975-1982 ,History ,5504.02 Historia Contemporánea ,educación secundaria ,educación histórica ,050801 communication & media studies ,transition to democracy ,lcsh:D1-2009 ,0508 media and communications ,Arts and Humanities (miscellaneous) ,secondary education ,Educación secundaria ,historia reciente ,lcsh:History (General) and history of Europe ,Transición a la democracia ,05 social sciences ,050301 education ,lcsh:History (General) ,Democratización - España - Historia - Siglo XX ,transición a la democracia ,recent history ,5312.04 Educación ,lcsh:D ,Educación - Historia ,Educación histórica ,Historia reciente ,0503 education ,Educación Secundaria - Abstract
Producción Científica, La condición de pasado vivo de la Historia reciente, en la que están presentes memorias enfrentadas, confiere un extraordinario valor formativo a los procesos históricos más próximos, como la Transición española a la democracia. No obstante, estudios previos en España evidencian que los profesores no suelen conceder demasiado tiempo ni atención a esta parcela de la Historia. De ahí el interés del presente estudio, cuyo objetivo consiste en analizar las teorías implícitas de los adolescentes acerca del establecimiento de la democracia en España, al finalizar la educación obligatoria. Para ello se ha diseñado una investigación de carácter mixto cuali-cuantitativo, interrogando a 913 estudiantes de ocho ciudades españolas a través de un cuestionario de preguntas abiertas y cerradas, donde el alumnado tuvo que seleccionar una opción de entre varias y, a continuación, justificar o explicar su elección. Los datos han sido procesados cuantitativamente con el software SPSS, y cualitativamente con ATLAS.ti. Los resultados demuestran que los jóvenes entienden la necesidad de un periodo de tiempo para adecuar las estructuras políticas al nuevo sistema democrático a través de la negociación entre fuerzas políticas, con el objetivo de llegar a pactos y acuerdos, aunque no siempre apliquen estas ideas al contexto actual. Llama la atención que una parte importante de ellos perciban el proceso como violento, una idea alejada de la visión historiográfica mayoritariamente presente en los libros de texto, que interpreta la Transición como un periodo histórico modélico, exportable a otros contextos., The condition of recent history as a living past, where conflicting memories are present, confers an extraordinary value to the more recent historical events, such as the Spanish transition to democracy. However, studies carried out in Spain evidence that teachers do not usually spend too much time or attention to this historical period. Hence, the interest of this study, whose aim is to analyze the adolescents’ implicit theories regarding the institution of democracy in Spain, after finishing compulsory education. To this end, a mixed qualitative-quantitative research design has been used, interrogating 913 students from eight different Spanish cities by making use of a questionnaire of open and close-ended questions, where they had to select one of several options and then justify or explain their choice. The information has been quantitatively processed and examined with the SPSS software, and qualitatively analyzed with ATLAS.ti. Results show that adolescents understand the need for a time period to adapt political structures to the new democratic system through negotiation between political forces, with the objective of achieving an agreement, although they do not always apply these ideas to the current context. It is striking that a significant part of them perceive it as a convulsive process, an idea that contrasts with the historiographic vision that is predominant in textbooks, and that interprets the Transition as an exemplary historical period, exportable to other contexts., Ministerio de Economía, Industria y Competitividad (projects EDU2009-09775 and EDU2013-43782-P)
- Published
- 2019
31. Teaching History, Educating Temporality, Training for the Future
- Author
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Joan Pagès
- Subjects
Cultural Studies ,Value (ethics) ,History ,media_common.quotation_subject ,History education ,lcsh:D1-2009 ,historicity ,Presentation ,pasado-presente-futuro ,Arts and Humanities (miscellaneous) ,Pedagogy ,Sociology ,enseñanza y aprendizaje de la historia ,media_common ,thought and historical consciousness ,Learning history ,Point (typography) ,historicidad ,lcsh:History (General) and history of Europe ,Perspective (graphical) ,Cornerstone ,teaching and learning history ,lcsh:History (General) ,curricular materials and proposals ,Democracy ,pensamiento y conciencia histórica ,past-present-future ,lcsh:D ,propuestas y materiales curriculares - Abstract
The aim of this paper is to analyze and value the importance of teaching and learning history to build children's own personal and social future, the future of young people in our democratic societies. Firstly, I'll present the role attributed by some historians to future as the background for researching about the past. Secondly, I'll focus on ideas and curricular and educative proposals, designed from history education point of view, that think of the future as the cornerstone of history teaching. I'll conclude with the presentation of some curricular proposals which I've been part of, and the presentation of some materials I've created, in which the backbones are the relationships between past, present and future.The main educative value of history education consists on giving children and young people the knowledge and the competences needed to situate themselves in the world, understand what's going on within it, and have the theoretical skills to interpret and evaluate reality, its background and its consequences, to foster commitment in building their own personal and social future. Future is history's real engine, it makes us take decisions form a present perspective, that at the same time are the result of decisions taken in the past when the current present was the future. El objetivo de este artículo es analizar y valorar la importancia de la enseñanza y el aprendizaje de la historia para la construcción del futuro personal y social de los niños y niñas, de la juventud de nuestras sociedades democráticas. En primer lugar, presentaré el papel que algunos historiadores otorgan al futuro como telón de fondo de las investigaciones sobre el pasado. En segundo lugar, me centraré en aquellas ideas y aquellas propuestas curriculares y educativas pensadas fundamentalmente desde la didáctica de la historia que miran al futuro como el objeto privilegiado la enseñanza de la historia. Y concluiré con la presentación de algunas propuestas curriculares en las que he intervenido y de algunos materiales de los que soy autor, o coautor, en los que las relaciones pasado, presente y futuro son uno de los ejes vertebradores.El principal valor educativo de la enseñanza de la historia consiste en dotar a los niños y a las niñas y a la juventud de los conocimientos y de las competencias necesarias para ubicarse en su mundo, comprender lo que sucede en él, tener instrumentos teóricos para poder interpretar y valorar lo que sucede, sus antecedentes y sus consecuencias, y para, en definitiva, comprometerles en la construcción de su futuro personal y social. El futuro es el auténtico motor de la historia, el que nos hace tomar decisiones desde un presente que, a su vez, como es sabido, es el resultado de otras decisiones tomadas en el pasado, es decir cuando el presente era futuro.
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- 2019
32. O uso da arqueologia experimental como recurso didático no processo de aprendizagem: Uma experiência educacional com estudantes de administração turística em Lima, Peru
- Author
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Iván Ernesto Quijano-Araníbar
- Subjects
history education ,lcsh:LC8-6691 ,lcsh:Special aspects of education ,History education ,ensino da história ,Context (language use) ,Arqueologia ,Education ,Arqueología ,proceso de aprendizaje ,learning processes ,Archaeology ,Educational resources ,recursos educacionais ,enseñanza de la historia ,Archaeological heritage ,processo de aprendizagem ,Psychology ,lcsh:L ,Humanities ,recursos educacionales ,lcsh:Education ,educational resources - Abstract
Resumen En el contexto educativo peruano persiste una carencia alarmante de recursos didácticos especializados y experimentales para la asignatura de Historia del Perú Precolombino. Frente a ello, se adaptó y aplicó la arqueología experimental como recurso didáctico (Arquered), metodología empleada en el quehacer de profesionales de la arqueología. De ahí que la investigación tiene como objetivo general: demostrar que la aplicación de la Arquered mejora el proceso de aprendizaje del alumnado. El enfoque de investigación es cuantitativo y el tipo explicativo. Asimismo, se ha elegido el diseño cuasiexperimental con pos prueba únicamente y grupo control. La muestra es de tipo no probalística y está conformada por 55 estudiantes, de los cuales 30 son del turno mañana (grupo control) y 25 del turno noche (grupo experimental). Se aplicó la encuesta y observación no participante a través de dos instrumentos, el cuestionario Q1 y la lista de cotejo Q2, respectivamente. En relación con el análisis, se utilizó el programa IBM SPSS versión 20.0 para obtener el valor chi-cuadrado (X2) de cada ítem. Los resultados demuestran que el uso de la Arquered mejora el proceso de aprendizaje en el curso de Historia del Perú Precolombino, ya que contribuye a la identificación de los conocimientos previos del alumnado e incrementa su grado de participación y nivel en los logros de aprendizaje, sea en el caso de contenidos conceptuales y procedimentales, así como también en una actitud favorable frente al patrimonio arqueológico. Abstract In the Peruvian educational context there is a lack of specialized and experimental didactic resources for courses on Pre-Columbian History of Peru. For this reason, experimental archaeology was adapted and applied as a didactic resource (Arquered), a methodology used in the archaeologist’s work. In consequence, the research has as a general objective that is to demonstrate that the application of the Arquered improves the students’ learning process. The research approach is a quantitative and explanatory type. Likewise, the quasi-experimental design, with post-test only and control group, has been chosen. A non-probability sampling was implemented and consisted of 55 students, of which 30 were selected from the morning shift (control group), and 25 from the night shift (experimental group). The non-participant survey and observation was applied through two instruments: the Q1 questionnaire and the Q2 comparison list, respectively. In relation to the analysis, the IBM SPSS version 20.0 program was used to obtain the chi-square value (X2) of each item. The results showed that the use of the Arquered improves the learning process of the History of Pre-Columbian Peru, since it contributes to identify the students’ previous knowledge and increases their degree of participation and level in the learning achievements, either in the case of conceptual and procedural contents, or in a favorable attitude towards the archaeological heritage. Resumo No contexto educativo peruano há uma alarmante falta de recursos didáticos especializados e experimentais para a disciplina de História do Peru pré-colombiano. Por isso, a arqueologia experimental foi adaptada e aplicada como recurso didático (Arquered), metodologia utilizada no trabalho de profissionais da arqueologia. Assim, esta pesquisa tem como objetivo geral: demonstrar que a aplicação da Arquered melhora o processo de aprendizagem dos estudantes. A abordagem de pesquisa é quantitativa e de tipo explicativo. Da mesma forma, foi escolhido o desenho quase experimental com pós-teste e grupo controle. A amostra é não probabilística e composta por 55 estudantes, dos quais 30 são do turno da manhã (grupo controle) e 25 do turno da noite (grupo experimental). A enquete e observação não participante foi aplicada através de dois instrumentos, o questionário Q1 e a lista de checagem Q2, respectivamente. Em relação à análise, o programa IBM SPSS versão 20.0 foi utilizado para obter o valor do x-quadrado (X2) de cada item. Os resultados mostram que o uso da Arquered melhora o processo de aprendizagem no curso de História do Perú pré-colombiano, pois contribui para a identificação dos conhecimentos prévios dos estudantes e aumenta seu grau de participação e nível da aprendizagem, seja no caso de conteúdos conceituais e dos procedimentos, bem como numa atitude favorável em relação ao patrimônio arqueológico.
- Published
- 2018
33. Estudio reflexivo para abordar la historia local en Chile desde la versión anglosajona
- Author
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González Marilicán, Matías Alejandro, Montanares Vargas, Elizabeth, and Martínez Guerra, Francisca Bernarda
- Subjects
historiography ,history education ,historical method ,método histórico ,historiografía ,enseñanza de la historia - Abstract
Resumen La historia local es una forma de hacer historia practicada en diferentes puntos del globo. Sin embargo, parece no haber consenso en torno a lo que ella implica respecto de su metodología. Este trabajo es una reflexión de la historia local producida en Chile a partir de las experiencias de los Estados Unidos de América e Inglaterra. Los resultados de la investigación muestran que la historia local suele ser entendida como un medio para cuestionar narrativas generales de la historia, como una herramienta para ensalzar lo particular ante lo universal y como un recurso educativo para enseñar aquello que parece lejano y abstracto al estudiante. El problema está en la evidencia de malentendidos metodológicos y teóricos que pueden atentar con las reales capacidades de trabajo de dicho enfoque historiográfico, especialmente en el caso chileno. Con ello, la experiencia conocida por los países anglosajones, recomienda comprender a la historia local en su capacidad investigativa y educativa desde su potencial interdisciplinario. Abstract Local history is a branch of history studies practised in worldwide. However, it seems that there is not common understanding of what local history is with respect to the methodology. Regarding such subdiscipline, this work is a reflection of the local history produced in Chile by taking into account the experiences of The United States of America and England. The results of the research show that local history can be understood in both ways, as questioning general historical narratives and by raising the profile of specific historical cases. Moreover, it can also be used as an educational resource to teach something that could seem distant and abstract to young people. The problem is the presence of methodological and theoretical misunderstandings that can impinge on the real working capacities of the mentioned historiographical approach, especially in the Chilean case. In this context, the experience known from the Anglo-Saxon countries suggests understanding local history in its educational and research capacity from its interdisciplinary potential.
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- 2018
34. Competencias y narrativas históricas: el pensamiento histórico de estudiantes y futuros profesores españoles de educación secundaria
- Author
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Sáiz Serrano, Jorge and López Facal, Ramón
- Subjects
history education ,educação secundária ,educación secundaria ,educación histórica ,historical thinking ,educação histórica ,narrativas ,formação do professorado de educação secundária ,pensamiento histórico ,narratives ,pensamento histórico ,secondary school ,secondary-school teacher education ,formación de profesorado de secundaria - Abstract
Se analizan las competencias de pensamiento histórico de estudiantes españoles de bachillerato y del Máster de Profesorado, y sus narrativas sobre historia de España. Se utilizan métodos cualitativos para identificar: a) su pensamiento histórico, que comprende conocimientos sustantivos y uso de metaconceptos; b) en cuanto a sus narrativas, la gradación cognitiva (taxonomía SOLO) y el sujeto narrativo utilizado. Los resultados muestran que la mayoría de los estudiantes de secundaria no utilizan metaconceptos. La complejidad del pensamiento histórico del profesorado en formación está relacionada con el empleo de contenidos sustantivos. Los resultados apuntan a la necesidad de mejorar la educación histórica incluyendo conocimientos sustantivos y el desarrollo de competencias históricas específicas. This paper examines the competencies in historical thinking of high school students and pre-service teachers in Spain, as well as their narratives about Spanish History. Qualitative methods are used in order to identify: a) their historical thinking, including substantive knowledge and use of meta-concepts; b) the narratives, the cognitive gradation (SOLO taxonomy), and the narrative subject employed. The findings show that a majority of secondary school students do not use meta-concepts. The degree of complexity of historical thinking among pre-service teachers is related to their use of substantive content. The results point to the need to improve history education, including substantive knowledge and the development of specific historical competencies. Analisam-se as competências de pensamento histórico de estudantes espanhóis da graduação e do mestrado de formação do professorado, e suas narrativas sobre história da Espanha. Utilizam-se métodos qualitativos para identificar: a) seu pensamento histórico, que compreende conhecimentos substantivos e uso de metaconceitos; b) no que se refere a suas narrativas, a gradação cognitiva (taxonomia SOLO) e o sujeito narrativo utilizado. Os resultados mostram que a maioria dos estudantes da graduação não utilizam metaconceitos. A complexidade do pensamento histórico dos professores em formação está relacionada com o uso de conteúdos substantivos. Os resultados apontam a necessidade de melhorar a educação histórica incluindo conhecimentos substantivos e o desenvolvimento de competências históricas específicas.
- Published
- 2018
35. ¿Pensar históricamente o memorizar el pasado? La evaluación de los contenidos históricos en la educación obligatoria en España
- Author
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Gómez Carrasco, Cosme J. and Martínez, Pedro Miralles
- Subjects
history education ,pensamiento histórico ,assessment ,pensamento histórico ,enseñanza de la historia ,historical thinking ,examen ,ensino da história ,exam ,avaliação ,teste ,evaluación - Abstract
El objetivo de este estudio es analizar qué se está evaluando y cómo se están evaluando los contenidos históricos en la educación obligatoria en España. Para ello, se han utilizado 359 exámenes y 3127 preguntas en la Región de Murcia (España), en los cursos donde se imparte principalmente la materia de Historia: tercer ciclo de Educación Primaria, 1º, 2º y 4º de Educación Secundaria Obligatoria. Se han analizado la tipología de ejercicios, los contenidos evaluados, las habilidades cognitivas exigidas en las preguntas y la presencia de conceptos sobre historia de primer y segundo orden. Los resultados muestran el dominio de preguntas que exigen un conocimiento conceptual-factual, de forma memorística y con una gran ausencia de procedimientos. The aim of this paper is to analyze what historical knowledge teachers are assessing and how they are assessing it in compulsory education in Spain. For this purpose, 359 exams and 3127 questions have been used in the Region of Murcia (Spain) in the courses in which history is mainly taught: 3rd Cycle of Primary Education, and 1st, 2nd and 4th Cycles of Compulsory Secondary Education. We have analyzed the type of exercises, the content evaluated, the cognitive skills required to answer the questions, and the presence of concepts about history of first and second order. The results show the predominance of questions that require rote-learning of conceptual-factual knowledge, with a great lack of procedures. O objetivo deste estudo é analisar o que está sendo avaliado e como estão sendo avaliados os conteúdos históricos na educação obrigatória na Espanha. Para isso, utilizaram-se 359 provas e 3.127 perguntas na Região de Murcia (Espanha), nos cursos nos quais se dá principalmente a disciplina de História: terceiro ciclo de Ensino primário (fundamental), 1º, 2º e 4º de Ensino secundário obrigatório. Analisaram-se a tipologia de exercícios, os conteúdos avaliados, as habilidades cognitivas exigidas nas perguntas e a presença de conceitos sobre história de primeiro e segunda ordem. Os resultados mostram o domínio de perguntas que exigem um conhecimento conceitual-factual e forma memorística, e com grande ausência de procedimentos.
- Published
- 2018
36. ¿Pensar históricamente o memorizar el pasado? La evaluación de los contenidos históricos en la educación obligatoria en España
- Author
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Carrasco, Cosme J. Gómez and Martínez, Pedro Miralles
- Subjects
pensamiento histórico ,history education ,enseñanza de la historia ,assessment ,pensamento histórico ,historical thinking ,examen ,exam ,avaliação ,teste ,evaluación ,ensino da história - Abstract
El objetivo de este estudio es analizar qué se está evaluando y cómo se están evaluando los contenidos históricos en la educación obligatoria en España. Para ello, se han utilizado 359 exámenes y 3127 preguntas en la Región de Murcia (España), en los cursos donde se imparte principalmente la materia de Historia: tercer ciclo de Educación Primaria, 1º, 2º y 4º de Educación Secundaria Obligatoria. Se han analizado la tipología de ejercicios, los contenidos evaluados, las habilidades cognitivas exigidas en las preguntas y la presencia de conceptos sobre historia de primer y segundo orden. Los resultados muestran el dominio de preguntas que exigen un conocimiento conceptual-factual, de forma memorística y con una gran ausencia de procedimientos. The aim of this paper is to analyze what historical knowledge teachers are assessing and how they are assessing it in compulsory education in Spain. For this purpose, 359 exams and 3127 questions have been used in the Region of Murcia (Spain) in the courses in which history is mainly taught: 3rd Cycle of Primary Education, and 1st, 2nd and 4th Cycles of Compulsory Secondary Education. We have analyzed the type of exercises, the content evaluated, the cognitive skills required to answer the questions, and the presence of concepts about history of first and second order. The results show the predominance of questions that require rote-learning of conceptual-factual knowledge, with a great lack of procedures. O objetivo deste estudo é analisar o que está sendo avaliado e como estão sendo avaliados os conteúdos históricos na educação obrigatória na Espanha. Para isso, utilizaram-se 359 provas e 3.127 perguntas na Região de Murcia (Espanha), nos cursos nos quais se dá principalmente a disciplina de História: terceiro ciclo de Ensino primário (fundamental), 1º, 2º e 4º de Ensino secundário obrigatório. Analisaram-se a tipologia de exercícios, os conteúdos avaliados, as habilidades cognitivas exigidas nas perguntas e a presença de conceitos sobre história de primeiro e segunda ordem. Os resultados mostram o domínio de perguntas que exigem um conhecimento conceitual-factual e forma memorística, e com grande ausência de procedimentos.
- Published
- 2018
37. Textos escolares: considerações didáticas
- Author
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Soaje de Elías, Raquel
- Subjects
Educational quality ,Textbooks ,libros de texto ,History education ,Ensino das ciências sociais ,qualidade da educação ,Enseñanza de las ciencias sociales ,enseñanza de la historia ,Social science education ,livro didático ,ensino da história ,calidad de la enseñanza ,Chile - Abstract
Resumen La edición de los textos escolares en Chile pone en juego cada año grandes sumas de dinero, lo que la convierte en una industria muy apetecida. De allí la importancia crucial de indagar en qué medida los libros son coherentes con la finalidad didáctica en la cual se fundamentan. La investigación realizada supone una continuación del estudio acerca de la calidad de los textos estatales chilenos en el subsector de Historia y Ciencias Sociales, con el propósito de evaluar en qué medida en estos últimos años (2012-2016) se han producido cambios en la concepción y confección, que indiquen una mejora en su calidad y en su aporte como herramienta crucial de apoyo pedagógico. Entre los objetivos destaca el de señalar las principales fortalezas y debilidades de los textos seleccionados, tomando como variable su contenido, la cual será dimensionada en función de determinados indicadores de fondo y forma. Se seleccionó para ello una muestra del periodo 2012-2016 de textos editados o reeditados para el Ministerio de Educación (MINEDUC) en el año 2016; luego se definieron los indicadores para la dimensión de la variable y el análisis posterior; finalmente se expusieron los resultados, en función de los del estudio anterior. Como conclusión principal se constató la necesidad urgente de revisar ciertos aspectos esenciales: la equidad en el tratamiento de los contenidos, la objetividad en la presentación de hechos y fenómenos, así como una adecuada explicación de estos a partir de sus causas y efectos. Abstract The publication of school textbooks in Chile puts large sums of money into play each year, which makes it a very desirable industry. This underscores the crucial importance of investigating to what extent these textbooks are consistent with the didactic purpose for which they are intended. This study is a continuation of previous research that was done on the quality of textbooks used by Chilean public schools in the history and social sciences subsector, so as to evaluate to what extent recent years (2012-2016) have seen changes in their conception and make-up that might indicate an improvement in their quality and contribution as a crucial tool to support the teaching process. One of the prime objectives was to identify the major strengths and weaknesses of the selected texts, using their content as a variable, which is dimensioned according to certain indicators of form and substance. A sample of textbooks from the period between 2012 and 2016 that were published or republished for the Ministry of Education (MINEDUC) in 2016 was selected for this purpose. Then, the indicators for the dimensions of the variable and the subsequent analysis were defined. The results were presented and keyed to those of the previous study. One of the main conclusions indicates there is an urgent need to review certain essential aspects; namely, impartiality in the way content is treated and objectivity in the presentation of facts and phenomena, as well as an adequate explanation based on their causes and effects. Resumo A edição dos livros didáticos no Chile movimenta todos os anos grandes quantidades de dinheiro, o que a converte numa indústria muito cobiçada. Portanto, é importante questionar em que medida os livros são coerentes com a finalidade didática na qual estão fundamentados. Esta pesquisa terminada supõe uma continuidade do estudo sobre a qualidade dos livros didáticos estatais chilenos no subsetor de História e Ciências Sociais, com o propósito de avaliar quais mudanças na sua concepção e elaboração foram produzidas entre 2012 e 2016, que indiquem uma melhoria em sua qualidade e em sua contribuição como ferramenta fundamental de apoio pedagógico. Entre os objetivos, destaca-se o de indicar as principais fortalezas e fraquezas dos livros selecionados, tomando como variável seu conteúdo, a qual será dimensionada em função de determinados indicadores de fundo e forma. Para isso, foi selecionada uma amostra do período 2012-2016 de livros editados ou reeditados para o Ministério da Educação em 2016. Em seguida, foram definidos os indicadores para a dimensão da variável e para a análise posterior; finalmente, foram expostos os resultados de acordo com o estudo anterior. Como conclusão principal, constatou-se a necessidade urgente de revisar aspectos essenciais como: equidade no tratamento dos conteúdos, objetividade na apresentação de fatos e fenômenos, bem como adequada explicação destes a partir de suas causas e efeitos.
- Published
- 2018
38. La enseñanza de segundas lenguas mediante contenidos históricos: un modelo teórico-práctico para el diseño de materiales con el enfoque AICLE
- Author
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Ernesto Ferrando Llimós
- Subjects
050101 languages & linguistics ,Integrated curriculum ,LC8-6691 ,Teacher education ,Bilingual education ,History education ,Enseñanza de una segunda lengua ,05 social sciences ,050301 education ,Subject (documents) ,Special aspects of education ,educación bilingüe ,Education ,Content and language integrated learning ,formación de docentes ,enseñanza de la historia ,0501 psychology and cognitive sciences ,Sociology ,Second language instruction ,0503 education ,Humanities ,plan de estudios integrado - Abstract
Teaching of Second Languages through Historical Contents: A Theoretical-Practical Model for Designing CLIL-Based Materials O ensino de segundas línguas através de conteúdos históricos: um modelo teórico-prático para o design de materiais com a abordagem CLIL La puesta en práctica de las políticas en materia de enseñanza bilingüe, basadas en el “Aprendizaje Integrado de Contenidos y Lenguas Extranjeras” (AICLE) e impulsadas por distintas directivas europeas y numerosos estudios, representa hoy en día un magnífico campo para la experimentación sobre la didáctica de segundas lenguas a través de contenidos no lingüísticos, como es la historia. No obstante, el carácter multidisciplinar de este entorno educativo, con sus características epistemológicas propias, presenta una dificultad añadida a los docentes de contenido que tienen que desarrollar materiales didácticos que integren tanto la propia didáctica del contenido como la del aprendizaje de segundas lenguas. Sobre la base de esta consideración previa, la presente publicación pretende articular una guía metodológica para el docente, un marco epistemológico que lo oriente en su desarrollo de unidades didácticas en un entorno AICLE. Para este propósito, se expondrán los factores que convergen en el desarrollo de materiales para la enseñanza de segundas lenguas a través de la asignatura de Historia desde dos puntos de vista. El primero, el relativo a la lengua, considerando sus niveles lingüísticos que englobarían tanto el aspecto discursivo del texto histórico como su transposición didáctica y, segundo, desde el propio contenido, en donde se verán, de forma sucinta, los supuestos metodológicos actuales de la didáctica de la historia. El artículo se cierra con una serie de propuestas prácticas de implementación de la teoría expuesta con la historia de España como tema, en español como lengua extranjera. To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA) Ferrando, E. (2018). La enseñanza de segundas lenguas mediante contenidos históricos: un modelo teórico-práctico para el diseño de materiales con el enfoque AICLE. LACLIL, 11(2), 275-307. DOI: 10.5294/laclil.2018.11.2.5 Recibido: 27/09/2018 Aprobado: 07/02/2019
- Published
- 2018
39. Estudantes chilenos e o ensino de história em áreas de conflito
- Author
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Montanares-Vargas, Elizabeth Gloria
- Subjects
history education ,learning ,aprendizagem ,enseñanza de la historia ,Ensino de história ,aprendizaje ,contexto cultural ,culture - Abstract
En este artículo analizo las creencias de estudiantes de La Araucanía en Chile, sobre aspectos asociados con la enseñanza de la historia de su región. Es un conocimiento que aportaría antecedentes valiosos para incluir en programas del sector; contenidos clave para que el estudiantado comprenda la violencia que se vive hoy en la región estudiada. A partir de la teoría sociocultural del aprendizaje y con una metodología de corte cualitativo-descriptivo, diseñé una entrevista semiestructurada que apliqué a estudiantes secundarios de la región. Con este instrumento identifiqué creencias sobre la historia local y su enseñanza en la escuela. El análisis arrojó resultados como que el estudiantado valora la enseñanza de la historia local, reconociendo que es la familia y no la escuela la fuente principal de conocimiento de la misma. This article analyzes the beliefs of secondary students in Araucania, Chile regarding the teaching of the history of their region. This knowledge would contribute valuable content for the programs in this sector so that students could understand the violence that they are currently experiencing in this region. The authors used a socio-cultural learning theory and qualitative-descriptive methodology to design a semi-structured interview guide, an instrument that was applied with secondary students in the region. The analysis produced the conclusion that students value the teaching of local history, recognizing that the main source of knowledge of this history comes from their families and not the school. Este artigo analisa as crenças dos estudantes secundários de Araucania, no Chile, sobre o ensino da história de sua região. Conhecimento que aportaria antecedentes valiosos para incluir em programas do setor, conteúdos chaves para que o estudante compreenda episódios de violência nos quais vivem hoje os habitantes da região. A partir da teoria da aprendizagem sociocultural e metodologia da parte descritiva qualitativa, uma entrevista semiestruturada foi projetada, instrumento que foi aplicado a estudantes do ensino médio na região de Araucania. A análise encontrou resultados que dizem respeito a como os estudantes valorizam o estudo de sua história local e da educação na escola. A análise e principais resultados mostraram que os alunos valorizam ensino da história local, reconhecendo que é a família não a escola a principal fonte de conhecimento sobre o mesmo.
- Published
- 2017
40. DEL TIEMPO HISTÓRICO A LA CONCIENCIA HISTÓRICA: CAMBIOS EN LA ENSEÑANZA Y EL APRENDIZAJE DE LA HISTORIA EN LOS ÚLTIMOS 25 AÑOS
- Author
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Fernández, Antoni Santisteban
- Subjects
Tiempo ,historical time ,history education ,pensamiento histórico ,didáctica de la historia ,educación para la ciudadanía ,conciencia histórica ,historical thinking ,citizenship education ,historical consciousness ,tiempo histórico ,Time - Abstract
Resumen: Este artículo repasa la relación que ha existido en los últimos 25 años entre las investigaciones acerca del aprendizaje de la temporalidad y la enseñanza de la historia. Los trabajos pioneros de la psicología evolutiva fueron aplicados de forma mecánica a la enseñanza de la historia. Su posterior revisión dio lugar a nuevas propuestas desde la didáctica de la historia. En la actualidad estas perspectivas se integran en los estudios concernientes a la formación del pensamiento histórico y la conciencia histórica- temporal. Por último, queremos demostrar la importancia del desarrollo de la conciencia de la temporalidad en la educación para una ciudadanía crítica. Abstract: This article reviews the relationship that has existed in the last 25 years between the researches on temporality learning and history teaching. The first works of evolutionary psychology were applied mechanically to history teaching. Their subsequent revisions carried to new proposals from the perspective of history education. Nowadays these perspectives are integrated in the studies on the formation of the historical thinking and the historical-temporal consciousness. Finally, we want to demonstrate the importance of developing the consciousness of temporality in critical citizenship education.
- Published
- 2017
41. La experiencia docente como lugar de enunciación en la enseñanza de la historia y la memoria
- Author
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Gómez Sepulveda, Diana María and Pimienta Betancur, Alejandro
- Subjects
Education, primary ,Línea Didáctica de las Ciencias Sociales y Formación Ciudadana [Maestría en Educación] ,Maestría en educación ,Resignificación ,History education ,Teaching ,Enseñanza de la historia ,Enseñanza de las ciencias sociales ,Social science education ,Educación primaria ,Pedagogía ,vocabularies.unesco.org/thesaurus/concept64 [http] ,vocabularies.unesco.org/thesaurus/concept9854 [http] - Abstract
RESUMEN: Este trabajo de investigación presenta los interrogantes y respuestas suscitadas en la práctica docente y resignificación de teoría que permitió definir un objeto de estudio: la experiencia docente en relación con la enseñanza de la historia y la memoria en el grado quinto de básica primaria, de la Institución Educativa de carácter público Alfonso Upegui Orozco, ubicada en la vereda Pajarito, corregimiento de San Cristóbal de la ciudad de Medellín. La experiencia supone una transformación del sujeto, posibilita modos de interpretar la cotidianidad, dando lugar a cuestionamientos, argumentos, procesos dialógicos entre saberes, sujetos y realidades. Grosso modo, comprendí que la enseñanza de la historia, en muchos sentidos, aún es cautiva de su herencia, privilegiando la recordación de ciertos personajes y hechos de élites políticas, económicas y militares, con recientes transformaciones a finales del siglo XX en relación con las didácticas, objetivos, actores, propósitos y lugar a los acontecimientos menos visibles. La memoria por su parte, de ingreso más reciente en la escuela, tiene la posibilidad de tramitar tiempo y espacio a través de la palabra, el sentir y la corporeidad del otro, dando lugar a versiones recientes, polémicas u omitidas que colocan en tensión, los relatos oficiales. La pregunta de investigación: ¿Qué le aporta la experiencia docente a la problematización de la enseñanza de la historia y la memoria en la básica primaria? acompañó este proceso develando las tensiones entre los discursos ordenadores de la enseñanza de la historia, la memoria y la práctica docente. La metodología escogida fue la sistematización de experiencia, que tiene como insumo la reconstrucción y ordenamiento de prácticas situadas en la escuela, con el objetivo de extraer y compartir aprendizajes que generan conocimiento. Así pues, explorar, ordenar, construir, interpretar críticamente las vivencias, condujeron a la transformación de una práctica en experiencia.
- Published
- 2017
42. History teaching in primary school textbooks in Chile
- Author
-
Sáez Rosenkranz, Isidora
- Subjects
History education ,Xile ,Educació primària ,Ensenyament de la història ,historical thinking ,history teaching ,textbooks ,tasks ,Chile ,Primary education ,pensamiento histórico ,enseñanza de la Historia ,libros de texto ,actividades - Abstract
El presente artículo tiene por objetivo identificar y analizar los aprendizajes presentes en las actividades de los libros de texto de Educación Básica en Chile bajo el currículum vigente publicado en 2013. Para el análisis se emplea la metodología cuantitativa, descriptiva e inferencial, a partir de una matriz de vaciado de datos con categorías provenientes del pensamiento histórico. Entre los principales hallazgos destacan que los textos analizados, si bien mantienen algunos aspectos de las perspectivas tradicionales de enseñanza de la Historia, a la vez promueven rasgos del pensamiento histórico gracias a la incipiente inclusión de conceptos propios de la Historia y una frecuente incorporación de actividades que trabajan fuentes primarias y secundarias de distinto tipo., This article aims to identify and analyze history learning in tasks set out in primary school textbooks in Chile. Quantitative methodology, both descriptive and inferential, has been employed for the analysis, and a data matrix was built considering historical thinking categories. Its main findings show that on the one hand the activities analyzed maintain traditional teaching perspectives, but on the other they promote historical thinking due to the growing inclusion of historical concepts and the frequent incorporation of tasks referencing different primary and secondary historical sources.
- Published
- 2017
43. Construyendo un aprendizaje significativo a través del patrimonio local: prácticas de Educación patrimonial en Portugal y Brasil
- Author
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Helena Pinto and Jaqueline Zarbato
- Subjects
memoria ,Latin Americans ,Research methodology ,conciencia histórica ,History education ,formal education ,historical consciousness ,heritage ,memory ,Cultural heritage ,Formal education ,heritage education ,Sociology ,educación patrimonial ,patrimonio ,educación formal ,Humanities ,identidad ,identity - Abstract
espanolEn este articulo se plantea presentar una aproximacion al patrimonio cultural en que se combinan teoria y practica a la luz de la metodologia de investigacion en educacion patrimonial y en la didactica de la historia, con el objetivo de analizar y comprender como en dos paises diferentes, Portugal y Brasil, la implementacion de actividades de ensenanza y aprendizaje de historia con exploracion del patrimonio cultural en ambito local, favorece la progresion en el conocimiento historico y en la conciencia patrimonial de los estudiantes. Se refieren las principales lineas del debate teorico (desde los referentes anglosajones e ibericos a los latinoamericanos) que fundamentan la metodologia utilizada. Seguidamente, se describen dos estudios de caso que se han desarrollado en el ambito de educacion formal con estudiantes de 7° grado en el norte de Portugal y estudiantes de 8° grado en el centro-oeste de Brasil, planteando conocer las concepciones de los estudiantes hacia diversas huellas del patrimonio cultural de su entorno. Los resultados de las experiencias educativas desarrolladas en contextos diferentes, si bien sin objetivos comparativos, muestran que muchos de los estudiantes han superado sus concepciones previas y algunos revelan conciencia historica respecto al uso de ese patrimonio cultural. Por consiguiente, hay potencial para la interpretacion de las fuentes patrimoniales, materiales o inmateriales en la educacion, mientras se estimule a los jovenes a pensar criticamente sobre su entorno y la relacion con los demas. EnglishThis paper proposes to present an approach to cultural heritage where theory and practice are mixed in the light of the research methodology in heritage education and history education, aiming to analyse and understand, in two different countries, Portugal and Brazil, how does the implementation of history teaching and learning activities with exploration of local cultural heritage, improves students' progression in historical understanding and heritage awareness. The main lines of the theoretical debate (from Anglo-Saxon and Iberian to Latin Americans references) are described, as they support the methodology structuring this study. Subsequently, we describe two case studies which have been developed in the area of formal education, with 7th grade students, in the north of Portugal, and 8th grade students, in the centre-west of Brazil, intending to understand students' conceptions about diverse cultural heritage traces in their social geographic environment. The results of the educational experiences, developed in different contexts, although without comparative objectives, revealed that many of the students have surpassed their previous conceptions and some of them revealed historical awareness regarding the use of the observed cultural heritage. Accordingly, there is potential for the interpretation of heritage sources in education, once encouraging young people to reason critically about their environment and the relationship with others.
- Published
- 2017
44. Without 'Chronos', without 'Kairos'. Historical time in exams of 1st and 2nd of Secondary Education
- Author
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Miralles Martínez, Pedro and Gómez Carrasco, Cosme J.
- Subjects
tiempo histórico ,examen ,evaluación ,pensamiento histórico ,enseñanza de la historia ,historical time ,exam ,assessment ,historical thinking ,history education - Abstract
Este trabajo muestra el análisis del tiempo histórico en 1.128 preguntas de 122 exámenes de 1.º y 2.º de Educación Secundaria Obligatoria. Los debates científicos de la disciplina histórica y de la didáctica de las Ciencias Sociales han incidido en la multiplicidad de dimensiones del tiempo histórico: desde la tradición clásica que dividió el concepto de tiempo en cronos y kairós, hasta las aportaciones de Braudel sobre el tiempo corto, medio y largo. Además de la cronología, linealidad o simultaneidad, en la enseñanza de la historia deben tenerse en cuenta otros importantes elementos como el cambio y la continuidad, las causas y consecuencias. Los resultados de este análisis muestran el dominio de la memorización de conceptos y acontecimientos concretos del pasado y una escasa presencia de las dimensiones temporales., This paper shows the analysis from historical time in 1128 questions of 122 exams of 1st and 2nd year of Secondary Education. Debates on historical disciplines and social sciences education have deepened the many dimensions of historical time: from the classical tradition which divided the concept in chronos and kairos, to the contributions of Braudel on short, medium and long time. Besides chronology, simultaneous and linearity, in the teaching of history other important elements such as change and continuity, causes and consequences is essential. The results of this analysis show the hegemony of memorizing of concepts and specific events of the past and a low presence of the temporal dimensions.
- Published
- 2016
45. A formação da consciência social dos jovens no horizonte da educação histórica
- Author
-
Isabel Barca
- Subjects
history education ,historical consciousness ,lcsh:L ,youngsters’ historical narratives ,lcsh:Education - Abstract
http://dx.doi.org/10.5902/198464444115 Uma consciência social dos jovens orientada para o desenvolvimento humano exige atenção especial à construção da sua consciência histórica, fundamentada em reflexões epistemológicas instigantes (de Rüsen e outros autores). Esta preocupação tem conduzido a diversas pesquisas na área da educação histórica, entre os quais o Projeto Consciência Histórica – Teoria e Práticas que, em estudos de natureza qualitativa, explorou as narrativas de jovens lusófonos acerca do mundo contemporâneo. Neste projeto, concebeu-se uma proposta de construção de uma narrativa escrita, pelos jovens, sobre a história nacional e a história mundial nos últimos 100 anos. Numa primeira fase, participaram estagiários de História de três universidades portuguesas, e em fases subsequentes, jovens em final de escolaridade obrigatória em Portugal, Brasil e Moçambique. A análise indutiva das narrativas sugeriu que os jovens destes países revelam uma identidade nacional relativamente fundamentada, sem xenofobias. Quanto às narrativas globais, as dos jovens portugueses e moçambicanos aparecem muito menos substanciadas do que as nacionais, enquanto as dos jovens brasileiros narram a um mesmo nível a história do país e do mundo, interligando-as. As produções portuguesas e brasileiras mostram poucos protagonistas, emergindo apenas alguns “vilões”. Por outro lado, os jovens brasileiros e moçambicanos mostram-se interventivos face ao presente; já os jovens portugueses, que apareciam como meros espectadores da História, só recentemente parecem estar a mudar de atitude. Estes e outros resultados da análise das narrativas dos jovens podem constituir-se como pistas valiosas para o trabalho docente, na perspectiva de intervenção positiva na formação da consciência histórica e social dos jovens. Palavras-chave: consciência histórica; educação histórica; narrativas históricas de jovens.
- Published
- 2012
46. The formation of the young people’s social consciousness in the horizon of history education
- Author
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Isabel Barca
- Subjects
Youngsters’ historical narratives ,History education ,Historical consciousness ,lcsh:L ,lcsh:Education - Abstract
The youngsters’ social consciousness while oriented toward the human development requires a special attention to constructing their historical consciousness grounded on challenging epistemological reflections (Rüsen’s and other authors’). Such a concern has inspired several inquiries in the history educaton field, namely the Historical Consciousness – Theory and Practices Project in which a set of qualitative studies has been exploring the narratives about the contemporary world given by Portuguese-speaking youngsters. In this Project a proposal to account for the national and the world history in the last hundred years was presented to the young participants. In the first phase of those studies the participants were a group of preservice trainees from three Portuguese universities; in subsequent phases, the participants were youngsters attending the final years of compulsory schooling, from several regions in Portugal, Brazil, and Mozambique. The inductive analysis suggested that the youngsters reveal a relatively well-grounded national identity, showing no signs of xenofobia. However, the world accounts given by Portuguese and Mozambican youngsters appear much less substantiated than the national ones, contrary to those of the Brazilians, who account for the history of their country and the world at the same level, interrelating them. In the accounts written by Portuguese and Brazilian students only a few individual characters appear, just a few ‘villains’ emerging. But, if the youngsters in Brazil and Mozambique show to be keen to intervene in their time, in Portugal and till 2010, they conveyed the idea of mere spectators of history, only recently appearing to move from that attitude. These and other results from data analysis may constitute valuable clues to the teaching work if it is perspectivated as a positive intervention for the formation of the young people’s historical and social consciousness.
- Published
- 2012
47. Pensar historicamente ou memorizar o passado? A avaliação dos conteúdos históricos na educação obrigatória na Espanha
- Author
-
Gómez Carrasco, Cosme J. and Miralles Martínez, Pedro
- Subjects
history education ,pensamiento histórico ,assessment ,pensamento histórico ,enseñanza de la historia ,historical thinking ,Teste ,ensino da história ,avaliação ,Exam ,evaluación ,Examen - Abstract
El objetivo de este estudio es analizar qué se está evaluando y cómo se están evaluando los contenidos históricos en la educación obligatoria en España. Para ello, se han utilizado 359 exámenes y 3127 preguntas en la Región de Murcia (España), en los cursos donde se imparte principalmente la materia de Historia: tercer ciclo de Educación Primaria, 1º, 2º y 4º de Educación Secundaria Obligatoria. Se han analizado la tipología de ejercicios, los contenidos evaluados, las habilidades cognitivas exigidas en las preguntas y la presencia de conceptos sobre historia de primer y segundo orden. Los resultados muestran el dominio de preguntas que exigen un conocimiento conceptual-factual, de forma memorística y con una gran ausencia de procedimientos. The aim of this paper is to analyze what historical knowledge teachers are assessing and how they are assessing it in compulsory education in Spain. For this purpose, 359 exams and 3127 questions have been used in the Region of Murcia (Spain) in the courses in which history is mainly taught: 3rd Cycle of Primary Education, and 1st, 2nd and 4th Cycles of Compulsory Secondary Education. We have analyzed the type of exercises, the content evaluated, the cognitive skills required to answer the questions, and the presence of concepts about history of first and second order. The results show the predominance of questions that require rote-learning of conceptual-factual knowledge, with a great lack of procedures. O objetivo deste estudo é analisar o que está sendo avaliado e como estão sendo avaliados os conteúdos históricos na educação obrigatória na Espanha. Para isso, utilizaram-se 359 provas e 3.127 perguntas na Região de Murcia (Espanha), nos cursos nos quais se dá principalmente a disciplina de História: terceiro ciclo de Ensino primário (fundamental), 1º, 2º e 4º de Ensino secundário obrigatório. Analisaram-se a tipologia de exercícios, os conteúdos avaliados, as habilidades cognitivas exigidas nas perguntas e a presença de conceitos sobre história de primeiro e segunda ordem. Os resultados mostram o domínio de perguntas que exigem um conhecimento conceitual-factual e forma memorística, e com grande ausência de procedimentos.
- Published
- 2015
48. Competências e narrativas históricas: o pensamento histórico de estudantes e futuros professores espanhóis de educação secundária
- Author
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Sáiz Serrano, Jorge and López-Facal, Ramón
- Subjects
history education ,educação secundária ,educación secundaria ,educación histórica ,educação histórica ,Pensamiento histórico ,narrativas ,Pensamento histórico ,formação do professorado de educação secundária ,Historical thinking ,narratives ,secondary school ,secondary-school teacher education ,formación de profesorado de secundaria - Abstract
Se analizan las competencias de pensamiento histórico de estudiantes españoles de bachillerato y del Máster de Profesorado, y sus narrativas sobre historia de España. Se utilizan métodos cualitativos para identificar: a) su pensamiento histórico, que comprende conocimientos sustantivos y uso de metaconceptos; b) en cuanto a sus narrativas, la gradación cognitiva (taxonomía SOLO) y el sujeto narrativo utilizado. Los resultados muestran que la mayoría de los estudiantes de secundaria no utilizan metaconceptos. La complejidad del pensamiento histórico del profesorado en formación está relacionada con el empleo de contenidos sustantivos. Los resultados apuntan a la necesidad de mejorar la educación histórica incluyendo conocimientos sustantivos y el desarrollo de competencias históricas específicas. This paper examines the competencies in historical thinking of high school students and pre-service teachers in Spain, as well as their narratives about Spanish History. Qualitative methods are used in order to identify: a) their historical thinking, including substantive knowledge and use of meta-concepts; b) the narratives, the cognitive gradation (SOLO taxonomy), and the narrative subject employed. The findings show that a majority of secondary school students do not use meta-concepts. The degree of complexity of historical thinking among pre-service teachers is related to their use of substantive content. The results point to the need to improve history education, including substantive knowledge and the development of specific historical competencies. Analisam-se as competências de pensamento histórico de estudantes espanhóis da graduação e do mestrado de formação do professorado, e suas narrativas sobre história da Espanha. Utilizam-se métodos qualitativos para identificar: a) seu pensamento histórico, que compreende conhecimentos substantivos e uso de metaconceitos; b) no que se refere a suas narrativas, a gradação cognitiva (taxonomia SOLO) e o sujeito narrativo utilizado. Os resultados mostram que a maioria dos estudantes da graduação não utilizam metaconceitos. A complexidade do pensamento histórico dos professores em formação está relacionada com o uso de conteúdos substantivos. Os resultados apontam a necessidade de melhorar a educação histórica incluindo conhecimentos substantivos e o desenvolvimento de competências históricas específicas.
- Published
- 2015
49. How and Who Build the ‘We’? The Narrative Construction of the ‘Catalan We’ through the Events of 1714
- Author
-
Sant, E., Joan Pagès Blanch, Antoni Santisteban, and Boixader, A.
- Subjects
historical narratives ,history education ,national identities ,social studies education ,mixed methods ,narrativas históricas ,enseñanza de la historia ,identidades nacionales ,didáctica de las ciencias sociales ,métodos mixtos - Abstract
Este artículo se basa en los resultados de una investigación realizada en Cataluña que tenía como objetivo analizar los posibles vínculos entre las características étnicas y las identidades del alumnado y la forma en que construye las narraciones históricas de las comunidades en las que vive. Mediante cuestionarios (340) y entrevistas (14) pedimos a un grupo de alumnos y alumnas de 13-16 años que relataran los acontecimientos históricos del 11 de setiembre del 1714 que se celebran en la Diada nacional catalana. Analizamos los datos mediante análisis narrativo y comparamos los resultados mediante pruebas estadísticas. Los resultados sugieren que a través del relato del 1714 el alumnado construye un «nosotros catalán» homogéneo que puede llegar a excluir al alumnado en función de su pertenencia a comunidades lingüísticas, étnicas o nacionales. Para finalizar, discutimos las implicaciones de estos resultados en la enseñanza de la historia y las ciencias sociales en la comunidad catalana y en cualquier otra comunidad., This paper is based on an empirical research conducted in Catalonia. The aim of the study was to analyse the possible links between students’ ethnicity and identities and the ways in which they narrate the history of the communities they live in. By means of questionnaires (340) and interviews (14), a group of 13-16 years old students were required to narrate the historical events of the 11th of September of 1714 which are commemorated in the Catalan national day. Data was analysed through narrative analyses and the results were compared using statistical tests. The results suggest that, in their historical narratives, students construct a homogeneous ‘Catalan we’ that can be exclude students from minority linguistic, ethnic or national communities. We conclude the paper by discussing the implications of these results in history and social studies education in the Catalan community and elsewhere.
- Published
- 2015
50. Memoria y olvido: Usos públicos del pasado desde la Academia Colombiana de Historia (1930-1960)
- Author
-
Rodríguez Ávila, Sandra Patricia and Cramer, Gisela
- Subjects
Sociedad erudita ,Conmemoraciones ,History education ,Enseñanza de la historia ,Social history ,Patrimonio cultural ,Anniversary celebrations ,Historia social ,Learned societies ,3 Ciencias sociales / Social sciences ,Cultural heritage ,Historia cultural ,37 Educación / Education ,98 Historia general de América del Sur / History of ancient world ,of specific continents, countries, localities ,of extraterrestrial worlds - Abstract
Desde su fundación la Academia Colombiana de Historia construyó una tradición narrativa acerca de la historia nacional, en concordancia con el proyecto político conservador que gobernó el país por cuarenta y cinco años hasta 1930. En esta tesis se caracteriza la Academia como emisor de la memoria oficial desde las categorías provenientes de los estudios de la memoria y de los usos públicos del pasado. Como emisor de memoria esta entidad trazó un conjunto de políticas de la memoria en los ámbitos conmemorativo, educativo y patrimonial desde las cuales enfrentó los procesos de reforma educativa y cultural durante la República Liberal y el periodo presidencial del General Gustavo Rojas Pinilla. A partir de dichas políticas la entidad convirtió a la Iglesia Católica en el eje articulador de la “Colombianidad”, al Ejército Nacional en continuación del Ejército Libertador y a los miembros de la élite política en los herederos del legado republicano. Además estableció un régimen de historicidad que respondió a las preocupaciones del presente en la perspectiva de conservar el orden social. Abstract. Since its foundation, the Colombian Academy of History constructed a narrative tradition about national history, in conformity with the conservative political project that governed the country for 45 years until 1930. In this thesis the Academy is characterized as a transmitter of official memory with categories derived from both the studies of memory and the public uses of the past. As a transmitter of memory, this entity formulated a set of memory politics in the commemorative, educational, and patrimonial areas from which it confronted the processes of educational and cultural reform during the Liberal Republic and the presidential period of General Gustavo Rojas Pinilla. Through these policies, the entity transformed the Catholic Church into the articulating axis of “la colombianidad”, the National Army into the continuation of “El Ejército Libertador”, and the members of the political elite into the heirs of the Republican legacy. Moreover, it established a regime of historicity that responded to the concerns of the present in the perspective of preserving the social order. Doctorado
- Published
- 2013
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