Epistemología y didáctica de la Historia : Clave esencial en la formación didáctico-disciplinar del profesorado

Detalles Bibliográficos
Publicado en:	Clio & Asociados. No. 21 (2015),177-190. Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Universidad Nacional del Litoral, 2017 I - Reflexiones y propuestas críticas
Autor Principal:	Montaña Conchiña, Juan Luis de la
Formato:	Artículo
Temas:	Historia Didáctica de la Historia Epistemología disciplinar Historiografía History Teaching History Epistemology of discipline Historiography
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.8217/pr.8217.pdf http://www.clio.fahce.unlp.edu.ar/article/view/7485
Resumen:	En el capítulo de la formación inicial de futuros maestros y maestras se hace cada vez más patente la necesidad de introducirles en el conocimiento epistemológico de las disciplinas a enseñar, en nuestro caso la historia. Introducirles en este conocimiento y fomentar la reflexión sobre cómo se construye el conocimiento, el qué y para qué de la historia, las opciones historiográficas existentes, nos parece clave en la mejora de la enseñanza-aprendizaje de esta disciplina.Estas afirmaciones se apoyan en los resultados obtenidos de los análisis de concepciones sobre la historia realizados sobre varios grupos de docentes en formación. En general, el profesorado en formación muestra un conocimiento estereotipado, muy limitado -no sólo en conocimientos disciplinares- de la historia y mediatizado por influencias diversas (la historia en sus dimensiones públicas, medios de comunicación).Cambiar esta concepción de la historia puede fomentarse desde la reflexión y el conocimiento epistemológico de disciplina, resultando ser un paso imprescindible para afrontar el ejercicio de una didáctica de esta disciplina acorde con las necesidades de las sociedades modernas In the chapter on initial training of future teachers it is becoming increasingly clear the need to introduce them to the epistemological knowledge of the disciplines to be taught, as history, in our case. Introducing them to this knowledge and encouraging reflection on how knowledge is built, what and why of history and the existing historiography options, seem to be the key to improve the teaching and learning process of this discipline. These statements are based on the results obtained from the analysis of conceptions about history carried out on various groups of teachers in training. In general, teachers in training show a very limited stereotyped knowledge, not only as regard disciplinary knowledge, of history which is mediated by various influences (history in its public dimensions, mass media). Changing this conception of history may be encouraged from reflection and from the epistemological knowledge of such a discipline, proving to be an indispensable step to face the teaching exercise of this discipline according to the needs of modern societies
Descripción Física:	p.177-190
ISSN:	ISSN 2362-3063

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Epistemología y didáctica de la Historia : Clave esencial en la formación didáctico-disciplinar del profesorado

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.8217/pr.8217.pdf

http://www.clio.fahce.unlp.edu.ar/article/view/7485

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