Historical-educational research. Balance, lines and current historiographic approaches through a case study
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.36367/ntqr.12.2022.e567 |
Resumo: | With the advent of the historiographical turn towards total history and, subsequently, the emergence of cultural history, the history of education has undergone a Copernican turn that has been made explicit in the lines of work developed over the last few decades. In this paper, we propose to learn about the lines of work developed in this disciplinary field - framed within qualitative research in the educational context - through a case study: the research group Claves históricas y comparadas de la Educación. Gender and identities. The study proposes a bibliographical review that aims to synthesise these lines of work. To this end, a systematised search of information in international databases —Google Scholar and Scopus— and national databases —Dialnet and InDice— has been used. The main lines of work that have emerged in recent decades —such as the history of the curriculum, professional careers, pedagogical models or educational practice— have been identified by embracing multiple primary sources typical of this historiographical turn. Likewise, the historical-educational heritage, the gender perspective and the didactics of the history of education in the university environment have been differentiated as complementary lines. In general terms, we can affirm that in the context studied there is a clear reception of the historiographical trends promoted during the nineties of the last century, centred on the use of sources specific to school culture. Likewise, new lines of work can be glimpsed which partially abound in them, and open new horizons towards the study of teaching bodies such as educational inspection, the extension of the cartography of purification or the investigation of gender identities. |
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Historical-educational research. Balance, lines and current historiographic approaches through a case studyLa investigación histórico-educativa. Balance, líneas y enfoques historiográficos actuales a través de un estudio de casoHistoria de la educaciónHistoriografía de la educaciónPatrimonio histórico-educativoGéneroDidáctica universitariaHistory of EducationHistoriography of EducationHistorical-Educational HeritageGenderUniversitary DidacticsWith the advent of the historiographical turn towards total history and, subsequently, the emergence of cultural history, the history of education has undergone a Copernican turn that has been made explicit in the lines of work developed over the last few decades. In this paper, we propose to learn about the lines of work developed in this disciplinary field - framed within qualitative research in the educational context - through a case study: the research group Claves históricas y comparadas de la Educación. Gender and identities. The study proposes a bibliographical review that aims to synthesise these lines of work. To this end, a systematised search of information in international databases —Google Scholar and Scopus— and national databases —Dialnet and InDice— has been used. The main lines of work that have emerged in recent decades —such as the history of the curriculum, professional careers, pedagogical models or educational practice— have been identified by embracing multiple primary sources typical of this historiographical turn. Likewise, the historical-educational heritage, the gender perspective and the didactics of the history of education in the university environment have been differentiated as complementary lines. In general terms, we can affirm that in the context studied there is a clear reception of the historiographical trends promoted during the nineties of the last century, centred on the use of sources specific to school culture. Likewise, new lines of work can be glimpsed which partially abound in them, and open new horizons towards the study of teaching bodies such as educational inspection, the extension of the cartography of purification or the investigation of gender identities.Con el advenimiento del giro historiográfico hacia la historia total y, posteriormente, el surgimiento de la historia cultural, la historia de la educación ha vivido un giro copernicano que se ha explicitado en las líneas de trabajo desarrolladas durante las últimas décadas. En el presente trabajo, nos proponemos conocer las líneas de trabajo desarrolladas en este ámbito disciplinar —enmarcado dentro de la investigación cualitativa en el contexto educativo— a través de un estudio de caso: el grupo de investigación Claves históricas y comparadas de la Educación. Género e identidades. El estudio plantea una revisión bibliográfica que aspira a sintetizar dichas líneas de trabajo. Para ello, se ha empleado una búsqueda sistematizada de información en bases de datos internacionales —Google Scholar y Scopus— y nacionales —Dialnet e InDice—. Las principales líneas de trabajo surgidas durante las últimas décadas —tales como la historia del currículum, las trayectorias profesionales, los modelos pedagógicos o la práctica educativa— abrazando para ello múltiples fuentes primarias propias de este giro historiográfico. Asimismo, se han diferenciado como líneas complementarias el patrimonio histórico-educativo, la perspectiva de género y la didáctica de la historia de la educación en el ámbito universitario. En líneas generales, podemos afirmar que en el contexto estudiado se puede apreciar una clara recepción de las tendencias historiográficas auspiciadas durante los años noventa del pasado siglo, centradas en el empleo de fuentes propias de la cultura escolar. Asimismo, se vislumbran nuevas líneas de trabajo que abundan parcialmente en ellas, y abren nuevos horizontes hacia el estudio de cuerpos docentes como la inspección educativa, la ampliación de la cartografía de la depuración o la indagación sobre las identidades de género. Ludomedia2022-07-22info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.36367/ntqr.12.2022.e567https://doi.org/10.36367/ntqr.12.2022.e567New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e567New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e567New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e5672184-777010.36367/ntqr.12.2022reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPspahttps://publi.ludomedia.org/index.php/ntqr/article/view/567https://publi.ludomedia.org/index.php/ntqr/article/view/567/786Copyright (c) 2022 New Trends in Qualitative Researchinfo:eu-repo/semantics/openAccessCarlosAinhoa Resa OcioMiriam Revuelta VidalNorberto A. Reyes SotoAndra Santiesteban2023-08-13T09:13:31Zoai:ojs.publi.ludomedia.org:article/567Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:48:22.869686Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Historical-educational research. Balance, lines and current historiographic approaches through a case study La investigación histórico-educativa. Balance, líneas y enfoques historiográficos actuales a través de un estudio de caso |
title |
Historical-educational research. Balance, lines and current historiographic approaches through a case study |
spellingShingle |
Historical-educational research. Balance, lines and current historiographic approaches through a case study Carlos Historia de la educación Historiografía de la educación Patrimonio histórico-educativo Género Didáctica universitaria History of Education Historiography of Education Historical-Educational Heritage Gender Universitary Didactics |
title_short |
Historical-educational research. Balance, lines and current historiographic approaches through a case study |
title_full |
Historical-educational research. Balance, lines and current historiographic approaches through a case study |
title_fullStr |
Historical-educational research. Balance, lines and current historiographic approaches through a case study |
title_full_unstemmed |
Historical-educational research. Balance, lines and current historiographic approaches through a case study |
title_sort |
Historical-educational research. Balance, lines and current historiographic approaches through a case study |
author |
Carlos |
author_facet |
Carlos Ainhoa Resa Ocio Miriam Revuelta Vidal Norberto A. Reyes Soto Andra Santiesteban |
author_role |
author |
author2 |
Ainhoa Resa Ocio Miriam Revuelta Vidal Norberto A. Reyes Soto Andra Santiesteban |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Carlos Ainhoa Resa Ocio Miriam Revuelta Vidal Norberto A. Reyes Soto Andra Santiesteban |
dc.subject.por.fl_str_mv |
Historia de la educación Historiografía de la educación Patrimonio histórico-educativo Género Didáctica universitaria History of Education Historiography of Education Historical-Educational Heritage Gender Universitary Didactics |
topic |
Historia de la educación Historiografía de la educación Patrimonio histórico-educativo Género Didáctica universitaria History of Education Historiography of Education Historical-Educational Heritage Gender Universitary Didactics |
description |
With the advent of the historiographical turn towards total history and, subsequently, the emergence of cultural history, the history of education has undergone a Copernican turn that has been made explicit in the lines of work developed over the last few decades. In this paper, we propose to learn about the lines of work developed in this disciplinary field - framed within qualitative research in the educational context - through a case study: the research group Claves históricas y comparadas de la Educación. Gender and identities. The study proposes a bibliographical review that aims to synthesise these lines of work. To this end, a systematised search of information in international databases —Google Scholar and Scopus— and national databases —Dialnet and InDice— has been used. The main lines of work that have emerged in recent decades —such as the history of the curriculum, professional careers, pedagogical models or educational practice— have been identified by embracing multiple primary sources typical of this historiographical turn. Likewise, the historical-educational heritage, the gender perspective and the didactics of the history of education in the university environment have been differentiated as complementary lines. In general terms, we can affirm that in the context studied there is a clear reception of the historiographical trends promoted during the nineties of the last century, centred on the use of sources specific to school culture. Likewise, new lines of work can be glimpsed which partially abound in them, and open new horizons towards the study of teaching bodies such as educational inspection, the extension of the cartography of purification or the investigation of gender identities. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-07-22 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
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article |
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publishedVersion |
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https://doi.org/10.36367/ntqr.12.2022.e567 https://doi.org/10.36367/ntqr.12.2022.e567 |
url |
https://doi.org/10.36367/ntqr.12.2022.e567 |
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spa |
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spa |
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https://publi.ludomedia.org/index.php/ntqr/article/view/567 https://publi.ludomedia.org/index.php/ntqr/article/view/567/786 |
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Copyright (c) 2022 New Trends in Qualitative Research info:eu-repo/semantics/openAccess |
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Copyright (c) 2022 New Trends in Qualitative Research |
eu_rights_str_mv |
openAccess |
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Ludomedia |
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Ludomedia |
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New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e567 New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e567 New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e567 2184-7770 10.36367/ntqr.12.2022 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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