¿Qué piensan los y las estudiantes del profesorado acerca de la temporalidad histórica y su enseñanza?

Detalles Bibliográficos
Publicado en:	Clio & Asociados. No. 30 (2020),119-131. 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, 2020 Dossier: La temporalidad y la enseñanza de la historia
Autor Principal:	Sayago, Rocío
Formato:	Artículo
Temas:	Pensamiento histórico Tiempo histórico Representaciones sociales Estudiantes Formación docente Historical thought Historical time Social representations Students Teachers training
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.12144/pr.12144.pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8961 10.14409/cya.v0i30.8961
Resumen:	En este trabajo se presentan avances de la primera fase de una investigación que indaga sobre las concepciones de estudiantes del Profesorado en Historia acerca de la temporalidad histórica y su enseñanza. Se analizan algunos de los resultados obtenidos a partir de la aplicación de un cuestionario semi estructurado a estudiantes del Profesorado en Historia de la Universidad Nacional de Córdoba que en el año 2018 transitaron la residencia y práctica docente. Se abordan, en otras cuestiones, experiencias de aprendizaje de la temporalidad en la escuela y en el profesorado; sus representaciones sobre el tiempo histórico; dominio conceptual de categorías temporales, y también sobre los desafíos y problemáticas de su enseñanza. La especificidad de la Historia, entiende Chartier, es la "lectura del tiempo". En ese sentido, el pensamiento temporal es un objetivo prioritario para una Historia escolar que apuesta al desarrollo del pensamiento histórico como aporte a la formación de ciudadanías críticas, democráticas y con conciencia histórica. This paper presents advances from the first phase of an investigation that enquiry the conceptions of the students of the History teaching career, about historical temporality and its teaching. Some of the results obtained from the application of a semi-structured questionnaire to students of the Teaching Staff in History of the Universidad Nacional de Córdoba who in 2018 attended the residence and teaching practice are analyze. Besides that, learning experiences of 'temporality in school' and in the teaching career; representations of historical time; conceptual mastery of temporal categories, and also conceptions about the challenges and problems of their teaching. Chartier understands that the specificity of the story is the ?reading of time?. In this sense, temporal thought is a priority objective for a school history that bets on the development of historical thought, as a contribution to the formation of critical, democratic and historically conscious citizenships.
Descripción Física:	p.119-131
ISSN:	ISSN 2362-3063

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¿Qué piensan los y las estudiantes del profesorado acerca de la temporalidad histórica y su enseñanza?

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.12144/pr.12144.pdf

https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8961

10.14409/cya.v0i30.8961

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