Historical-educational research. Balance, lines and current historiographic approaches through a case study

• Autor(a) principal: Carlos
• Data de Publicação: 2022
• Outros Autores: Ainhoa Resa Ocio, Miriam Revuelta Vidal, Norberto A. Reyes Soto, Andra Santiesteban
• 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
• 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

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.