What is the role of children and young people in the curriculum of History, Geography and Social sciences of Chile? The impact of the curriculum on the ideas of children and young people about their role in history
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/7662 |
Resumo: | Children and young people are the main actors in the classroom. Despite this reality, the experiences of the minors in the past are absent in the history of what children and young Chileans learn. In the following paper, we show the results obtained from the analysis of the Chilean curriculum of the role of children and young people’s inclusion/exclusion in school history. At the same time, we compare the results obtained from the analysis of curriculum to the ideas and representations of Chilean students about their own role and their peers in history. The research had a marked qualitative and interpretative character, as we worked on interpreting the statements present on the purposes of the ministerial agenda in relation to History, Geography and Social sciences, as well as on the speeches of the students regarding the role of children and young people in history. Keywords: Agenda. Protagonists of history. Representations of students. |
id |
UEPG-26_05b68a80f16db137104a6bbb3d16772a |
---|---|
oai_identifier_str |
oai:uepg.br:article/7662 |
network_acronym_str |
UEPG-26 |
network_name_str |
Práxis Educativa (Online) |
repository_id_str |
|
spelling |
What is the role of children and young people in the curriculum of History, Geography and Social sciences of Chile? The impact of the curriculum on the ideas of children and young people about their role in history¿Cuál es el protagonismo de los niños, las niñas y los jóvenes en el currículo de Historia, Geografía y Ciencias Sociales de Chile? El impacto del currículo en las ideas de los niños y de los jóvenes sobre su protagonismo en la historia¿Cuál es el protagonismo de los niños, las niñas y los jóvenes en el currículo de Historia, Geografía y Ciencias Sociales de Chile? El impacto del currículo en las ideas de los niños y de los jóvenes sobre su protagonismo en la historiaChildren and young people are the main actors in the classroom. Despite this reality, the experiences of the minors in the past are absent in the history of what children and young Chileans learn. In the following paper, we show the results obtained from the analysis of the Chilean curriculum of the role of children and young people’s inclusion/exclusion in school history. At the same time, we compare the results obtained from the analysis of curriculum to the ideas and representations of Chilean students about their own role and their peers in history. The research had a marked qualitative and interpretative character, as we worked on interpreting the statements present on the purposes of the ministerial agenda in relation to History, Geography and Social sciences, as well as on the speeches of the students regarding the role of children and young people in history. Keywords: Agenda. Protagonists of history. Representations of students.Niños, niñas y jóvenes son los principales actores de las salas de clases. A pesar de esta realidad, las experiencias de los menores en el pasado se encuentran ausentes en la historia que aprenden los niños, niñas y jóvenes chilenos. En el siguiente artículo evidenciamos los resultados obtenidos a partir del análisis del currículo chileno de la inclusión/exclusión del protagonismo de niños, niñas y jóvenes en la historia escolar. Al mismo tiempo, contrastamos los resultados obtenidos a partir del análisis del currículo con las ideas y representaciones de estudiantes chilenos sobre su propio protagonismo, y el de sus pares en la historia. La investigación tuvo un marcado carácter cualitativo e interpretativo, ya que trabajamos interpretando las declaraciones de los propósitos presentes en las programaciones ministeriales de la asignatura de historia, geografía y ciencias sociales, así como con los discursos de los y las estudiantes con respecto al protagonismo de niños, niñas y jóvenes en la historia. Palabras clave: Programaciones. Protagonistas de la historia. Representaciones de estudiantes.Niños, niñas y jóvenes son los principales actores de las salas de clases. A pesar de esta realidad, las experiencias de los menores en el pasado se encuentran ausentes en la historia que aprenden los niños, niñas y jóvenes chilenos. En el siguiente artículo evidenciamos los resultados obtenidos a partir del análisis del currículo chileno de la inclusión/exclusión del protagonismo de niños, niñas y jóvenes en la historia escolar. Al mismo tiempo, contrastamos los resultados obtenidos a partir del análisis del currículo con las ideas y representaciones de estudiantes chilenos sobre su propio protagonismo, y el de sus pares en la historia. La investigación tuvo un marcado carácter cualitativo e interpretativo, ya que trabajamos interpretando las declaraciones de los propósitos presentes en las programaciones ministeriales de la asignatura de historia, geografía y ciencias sociales, así como con los discursos de los y las estudiantes con respecto al protagonismo de niños, niñas y jóvenes en la historia. Palabras clave: Programaciones. Protagonistas de la historia. Representaciones de estudiantes. Universidade Estadual de Ponta Grossa2017-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/766210.5212/PraxEduc.v.11i2.0004Práxis Educativa; Vol. 11 No. 2 (2016); 374-393Práxis Educativa; Vol. 11 Núm. 2 (2016); 374-393Práxis Educativa; V. 11 N. 2 (2016); 374-393Práxis Educativa; v. 11 n. 2 (2016); 374-3931809-43091809-403110.5212/PraxEduc.v.11i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGspahttps://revistas.uepg.br/index.php/praxiseducativa/article/view/7662/4775Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessPinochet, Sixtina PinochetBlanch, Joan Pagès2020-04-06T23:24:06Zoai:uepg.br:article/7662Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-06T23:24:06Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
What is the role of children and young people in the curriculum of History, Geography and Social sciences of Chile? The impact of the curriculum on the ideas of children and young people about their role in history ¿Cuál es el protagonismo de los niños, las niñas y los jóvenes en el currículo de Historia, Geografía y Ciencias Sociales de Chile? El impacto del currículo en las ideas de los niños y de los jóvenes sobre su protagonismo en la historia ¿Cuál es el protagonismo de los niños, las niñas y los jóvenes en el currículo de Historia, Geografía y Ciencias Sociales de Chile? El impacto del currículo en las ideas de los niños y de los jóvenes sobre su protagonismo en la historia |
title |
What is the role of children and young people in the curriculum of History, Geography and Social sciences of Chile? The impact of the curriculum on the ideas of children and young people about their role in history |
spellingShingle |
What is the role of children and young people in the curriculum of History, Geography and Social sciences of Chile? The impact of the curriculum on the ideas of children and young people about their role in history Pinochet, Sixtina Pinochet |
title_short |
What is the role of children and young people in the curriculum of History, Geography and Social sciences of Chile? The impact of the curriculum on the ideas of children and young people about their role in history |
title_full |
What is the role of children and young people in the curriculum of History, Geography and Social sciences of Chile? The impact of the curriculum on the ideas of children and young people about their role in history |
title_fullStr |
What is the role of children and young people in the curriculum of History, Geography and Social sciences of Chile? The impact of the curriculum on the ideas of children and young people about their role in history |
title_full_unstemmed |
What is the role of children and young people in the curriculum of History, Geography and Social sciences of Chile? The impact of the curriculum on the ideas of children and young people about their role in history |
title_sort |
What is the role of children and young people in the curriculum of History, Geography and Social sciences of Chile? The impact of the curriculum on the ideas of children and young people about their role in history |
author |
Pinochet, Sixtina Pinochet |
author_facet |
Pinochet, Sixtina Pinochet Blanch, Joan Pagès |
author_role |
author |
author2 |
Blanch, Joan Pagès |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pinochet, Sixtina Pinochet Blanch, Joan Pagès |
description |
Children and young people are the main actors in the classroom. Despite this reality, the experiences of the minors in the past are absent in the history of what children and young Chileans learn. In the following paper, we show the results obtained from the analysis of the Chilean curriculum of the role of children and young people’s inclusion/exclusion in school history. At the same time, we compare the results obtained from the analysis of curriculum to the ideas and representations of Chilean students about their own role and their peers in history. The research had a marked qualitative and interpretative character, as we worked on interpreting the statements present on the purposes of the ministerial agenda in relation to History, Geography and Social sciences, as well as on the speeches of the students regarding the role of children and young people in history. Keywords: Agenda. Protagonists of history. Representations of students. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-03-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/7662 10.5212/PraxEduc.v.11i2.0004 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/7662 |
identifier_str_mv |
10.5212/PraxEduc.v.11i2.0004 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/7662/4775 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Práxis Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Práxis Educativa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 11 No. 2 (2016); 374-393 Práxis Educativa; Vol. 11 Núm. 2 (2016); 374-393 Práxis Educativa; V. 11 N. 2 (2016); 374-393 Práxis Educativa; v. 11 n. 2 (2016); 374-393 1809-4309 1809-4031 10.5212/PraxEduc.v.11i2 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
_version_ |
1799317611051220992 |