Formación de la conciencia histórica y educación para el futuro

Detalles Bibliográficos
Publicado en:	Clio & Asociados. No. 19 (2014),249-267. Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Historia ; Universidad Nacional del Litoral. Facultad de Humanidades y Ciencias. Departamento de Historia, 2017 La enseñanza y el pasado-presente-futuro de las sociedades
Autor Principal:	Santisteban Fernández, Antoni
Otros autores o Colaboradores:	Anguera Cerarols, Carles
Formato:	Artículo
Temas:	Pensamiento histórico Conciencia histórica Tiempo histórico Educación para el futuro Prospectiva Historical thinking Historical consciousness Historical time Education for the future Prospectively
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.8116/pr.8116.pdf http://www.clio.fahce.unlp.edu.ar/article/view/7291
Resumen:	En este artículo pretendemos establecer las relaciones entre dos corrientes de investigación e innovación en la enseñanza de la Historia y de las ciencias sociales, que tienen importantes líneas de convergencia, aunque pertenecen a tradiciones científicas diferentes. Una es el desarrollo de la conciencia histórica, la otra la educación para el futuro. La relación más evidente entre ambas tradiciones está en la comprensión de la temporalidad y en la importancia que se le otorga al concepto de futuro. La conciencia histórica es conciencia temporal y nos ayuda a relacionar el pasado con el presente y con nuestras ideas o ideales sobre el futuro. La educación para el futuro tiene como objetivo analizar las imágenes que la sociedad ha construido sobre el futuro y, al mismo tiempo, formar las capacidades para pensar en futuros alternativos o deseables, y actuar en consecuencia con responsabilidad y compromiso social. En nuestra opinión, una y otra tradición se han acercado cada vez más, ya que la conciencia histórica-temporal señala con fuerza al futuro-presente, y la educación para el futuro necesita la reflexión sobre el pasado y el aprendizaje de la temporalidad In this article we pretend to prove the relations between two lines of research and innovation in the teaching of history and social sciences, both have important points of contact, although they belong to different scientific traditions. One is the development of historical consciousness; the other is the so called education for the future. The most obvious relationship between both traditions is their conception of the time and the importance that is given to the concept of future. Historical consciousness is temporal consciousness and helps us to relate the past with the present and with our ideas and ideals about the future. Education for the future aims to analyze the images that society has built for the future and at the same time, help to build capacities to think of alternative or desirable futures and act accordingly with responsibility and social commitment. In our opinion, both traditions are becoming more and more closer, as the historical-temporal consciousness points strongly to the future-present, and the education for the future needs to think about the past and the learning of temporality
Descripción Física:	p.249-267
ISSN:	ISSN 2362-3063

MARC


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245	1	0	\|a Formación de la conciencia histórica y educación para el futuro
246	3	3	\|a Development of historical consciousness and education for the future
041		7	\|2 ISO 639-1 \|a es
300			\|a p.249-267
520	3		\|a En este artículo pretendemos establecer las relaciones entre dos corrientes de investigación e innovación en la enseñanza de la Historia y de las ciencias sociales, que tienen importantes líneas de convergencia, aunque pertenecen a tradiciones científicas diferentes. Una es el desarrollo de la conciencia histórica, la otra la educación para el futuro. La relación más evidente entre ambas tradiciones está en la comprensión de la temporalidad y en la importancia que se le otorga al concepto de futuro. La conciencia histórica es conciencia temporal y nos ayuda a relacionar el pasado con el presente y con nuestras ideas o ideales sobre el futuro. La educación para el futuro tiene como objetivo analizar las imágenes que la sociedad ha construido sobre el futuro y, al mismo tiempo, formar las capacidades para pensar en futuros alternativos o deseables, y actuar en consecuencia con responsabilidad y compromiso social. En nuestra opinión, una y otra tradición se han acercado cada vez más, ya que la conciencia histórica-temporal señala con fuerza al futuro-presente, y la educación para el futuro necesita la reflexión sobre el pasado y el aprendizaje de la temporalidad
653			\|a Pensamiento histórico
653			\|a Conciencia histórica
653			\|a Tiempo histórico
653			\|a Educación para el futuro
653			\|a Prospectiva
520	3		\|a In this article we pretend to prove the relations between two lines of research and innovation in the teaching of history and social sciences, both have important points of contact, although they belong to different scientific traditions. One is the development of historical consciousness; the other is the so called education for the future. The most obvious relationship between both traditions is their conception of the time and the importance that is given to the concept of future. Historical consciousness is temporal consciousness and helps us to relate the past with the present and with our ideas and ideals about the future. Education for the future aims to analyze the images that society has built for the future and at the same time, help to build capacities to think of alternative or desirable futures and act accordingly with responsibility and social commitment. In our opinion, both traditions are becoming more and more closer, as the historical-temporal consciousness points strongly to the future-present, and the education for the future needs to think about the past and the learning of temporality
653			\|a Historical thinking
653			\|a Historical consciousness
653			\|a Historical time
653			\|a Education for the future
653			\|a Prospectively
856	4	0	\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.8116/pr.8116.pdf
952			\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.8116/pr.8116.pdf \|a MEMORIA ACADEMICA \|b MEMORIA ACADEMICA
856	4	1	\|u http://www.clio.fahce.unlp.edu.ar/article/view/7291
773	0		\|7 nnas \|t Clio & Asociados. \|g No. 19 (2014),249-267 \|l 19 \|q 249-267 \|d Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Historia ; Universidad Nacional del Litoral. Facultad de Humanidades y Ciencias. Departamento de Historia, 2017 \|x ISSN 2362-3063 \|k La enseñanza y el pasado-presente-futuro de las sociedades
542	1		\|f Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional \|u https://creativecommons.org/licenses/by-nc-sa/4.0/

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Formación de la conciencia histórica y educación para el futuro

MARC

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