El programa de Historia para la educación básica 2018 en México. Concepciones sobre el aprendizaje, las estrategias y las actividades didácticas

Detalles Bibliográficos
Publicado en:	Clio & Asociados. No. 26 (2018),38-57. 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, 2018 Artículos
Autor Principal:	Abellán Fernández, Jordi
Formato:	Artículo
Temas:	Curriculum de historia Estrategias didácticas Proceso de aprendizaje Evidencias de aprendizaje History curriculum Teaching strategies Learning process Learning evidences
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.9076/pr.9076.pdf
Resumen:	Las reformas educativas se sustentan en promesas de innovación y mejora del aprendizaje. En muchos países, el currículum de historia oscila entre la continuidad del código disciplinar y las pretensiones de cambio, una disputa que por lo general se decanta a favor de la tradición. En México, la renovación curricular se produce sin disponer de un diagnóstico como referencia y después de transitar durante siete años con el plan de estudios 2011. En este artículo, en lugar de indagar en las finalidades, su correspondencia con el resto de dimensiones curriculares o en las condiciones formativas que se requieren para modificar la práctica, se someten a análisis las estrategias, las actividades y la función del alumnado que se sugieren en el programa de historia. En el texto se demuestra que la propuesta didáctica y la concepción sobre el aprendizaje son homogéneas, canónicas, contradictorias, ingenuas y teóricas Educational reforms are sustained on promises of innovation and improvement in learning. In many countries, the history curriculum swings between the continuity of the disciplinary code and the pretensions of change, a dispute which is generally biased in favor of the tradition. In Mexico, the curricular renewal takes place without having a diagnosis as a reference going through seven years with the 2011 curriculum. Instead of investigating the purposes, its correspondence with the rest of curricular dimensions or the formative conditions that are required to modify the practice, in this article the strategies, activities and the function of the students that are suggested in the history program are subjected to analysis. The text demonstrates that the didactic proposal and the conception of learning are homogeneous, canonical, contradictory, naive and theoretical
Descripción Física:	p.38-57
ISSN:	ISSN 1853-3124

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.9076/pr.9076.pdf

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El programa de Historia para la educación básica 2018 en México. Concepciones sobre el aprendizaje, las estrategias y las actividades didácticas

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.9076/pr.9076.pdf

Consultar en el catálogo de Biblioteca FaHCE

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