Formación inicial de profesores en enseñanza de la historia. Argentina-Brasil : Campo disciplinar, programas de estudios y miradas docentes

Detalles Bibliográficos
Autor Principal:	Cuesta, Virginia
Formato:	Tesis
Temas:	Formación inicial de profesores Enseñanza de la historia Argentina Brasil First stages of History Teaching formation History Teaching Brazil
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/tesis/te.1326/te.1326.pdf
Resumen:	En las últimas décadas la enseñanza de la historia como campo disciplinar se ha consolidado en la formación inicial de profesores de historia en Argentina y Brasil. En este sentido, la investigación se inscribe en el campo problemático de las relaciones entre producción de conocimiento disciplinar, propuestas de cátedras y miradas de los docentes universitarios formadores. Específicamente, la indagación propone analizar las formas, grados y características que asume el conocimiento disciplinar en las propuestas programáticas y en los puntos de vista de los docentes tomando una muestra de seis carreras de profesorado de historia en ambos países. Desde una perspectiva comparada e histórica se da cuenta de los aspectos centrales de la historia de la enseñanza de la historia en cada país haciendo hincapié en el nivel secundario así como también se elabora un panorama acerca de las líneas de investigación en materia de enseñanza de la historia desde el momento de expansión de su producción en los años 90. Esta revisión bibliográfica implicó no solo un ejercicio de sistematización sino también un análisis acerca de las características de esta producción y su impacto en la formación del profesorado inicial. Se parte del supuesto de que la formación inicial del profesorado de historia es un lugar privilegiado para la circulación del conocimiento actualizado en materia de enseñanza de la historia pero que condensa y debela las dificultades mismas que presenta esta producción para posicionarse en estos espacios. Esta dificultad se explica por diferentes razones como la historia de la formación en enseñanza de la historia, los debates y disputas territoriales entre disciplinas que toman para sí o conviven yuxtapuestas en la formación del3 profesorado inicial, y el estado todavía temprano de la investigación en didáctica de la historia que se evidencia más notorio en Argentina que en Brasil. Planteado de esta manera, la investigación focaliza su interés en el análisis de las propuestas de cátedra y puntos de vista de los docentes a la luz del estado de avance del conocimiento disciplinar de la enseñanza de la historia en ambos países In the last decades teaching History becomes a disciplinary field well defined and has an important space in teaching formation in Argentina and Brazil. This research is about this complex field where the productions of history teaching, university study programs and teacher's point of view join. Specially, this work studies the forms, grades and characteristics that assume the disciplinary knowledge in the study programs and in the meanings that the teachers constructs in relations to the didactics of History. The sample is composed by six professorships in both countries. The aim is to investigate, from a comparative and historical perspective, the central aspects of History Teaching?s history in each country, focusing on Secondary Level. A general view of the investigation lines related to History Teaching, since the expansion of its production in the 90s, is also developed. This bibliographic revision implied not only an exercise of systematization, but also an analysis of the characteristics of this production and its impact in the formation of teachers in an initial level. The starting point is the idea that the first stages of History teaching formation are privileged in the circulation of up to date knowledge, but it shows the difficulties that this production represents to stand in this spaces. This difficulty is explained for different reasons, such as history of teaching formation, disputes and debates over different territories among disciplines, and the still early stages of investigation in History didactics, which is more noticeable in Argentina than Brazil. In this way, this research focus on the analysis of study programs and teacher's point of view in regard of the state of the disciplinary knowledge and discussion in History teaching in both countries
Descripción Física:	470 p.

https://www.memoria.fahce.unlp.edu.ar/tesis/te.1326/te.1326.pdf

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Formación inicial de profesores en enseñanza de la historia. Argentina-Brasil : Campo disciplinar, programas de estudios y miradas docentes

https://www.memoria.fahce.unlp.edu.ar/tesis/te.1326/te.1326.pdf

Consultar en el catálogo de Biblioteca FaHCE

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