Integration of Recent History in Chilean School Education

Detalhes bibliográficos
Autor(a) principal: Carrasco Jeldres, Karina Andrea
Data de Publicação: 2024
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/122720
Resumo: This bibliographic paper aims to reflect on incorporating recent history in Chilean school education based on educational policies and scientific literature on the subject. The theoretical proposals formulated by Tuithof et al. (2021) and Villalón-Gálvez and Zamorano-Vargas (2018) are examined to explore the obstacles that history educators face when teaching the subject. Three characteristics of the historiographical field Stand out: contemporaneity, historical sources, and conception of history related to teaching objectives identified in the teacher’s thinking from different perspectives of history teaching. Finally, teachers face challenges linked to the teaching of recent history due to their beliefs and knowledge on this subject, as well as to their citizenship experiences.
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spelling Integration of Recent History in Chilean School EducationIncorporación de la Historia Reciente en la Enseñanza Escolar ChilenaHistoria RecienteFormación ciudadanaCurrículumProfesorado de historiaRecent HistoryCitizenship EducationCurriculumHistory TeachersThis bibliographic paper aims to reflect on incorporating recent history in Chilean school education based on educational policies and scientific literature on the subject. The theoretical proposals formulated by Tuithof et al. (2021) and Villalón-Gálvez and Zamorano-Vargas (2018) are examined to explore the obstacles that history educators face when teaching the subject. Three characteristics of the historiographical field Stand out: contemporaneity, historical sources, and conception of history related to teaching objectives identified in the teacher’s thinking from different perspectives of history teaching. Finally, teachers face challenges linked to the teaching of recent history due to their beliefs and knowledge on this subject, as well as to their citizenship experiences.El objetivo de este ensayo bibliográfico es reflexionar sobre el proceso de incorporación de la historia reciente en la enseñanza escolar chilena, a partir de las políticas educativas y la literatura científica respecto a ello. Además, se discuten los desafíos que esto plantea para el profesorado de historia al abordar su enseñanza desde las propuestas teóricas desarrolladas por Tuithof et al. (2021) y Villalón-Gálvez y zamorano-Vargas (2018). Para ello, se resaltan tres características del campo historiográfico: contemporaneidad, fuentes históricas y concepción de la historia, vinculadas a objetivos de enseñanza identificados en el pensamiento del profesorado, desde diversas perspectivas de la enseñanza de la historia. Finalmente, el profesorado enfrenta desafíos ligados a la enseñanza de la historia reciente, debido a las creencias y conocimientos que tiene sobre este tema, así como a las experiencias ciudadanas que posee.FACED - UFRGS2024-01-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/12272010.1590/2175-6236122720vs01Educação & Realidade [Education & Reality]; Vol. 48 (2023)Educação & Realidade; v. 48 (2023)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/122720/91235https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/122720/91236Copyright (c) 2023 Educação & Realidadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCarrasco Jeldres, Karina Andrea2024-01-22T21:40:49Zoai:seer.ufrgs.br:article/122720Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2024-01-22T21:40:49Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Integration of Recent History in Chilean School Education
Incorporación de la Historia Reciente en la Enseñanza Escolar Chilena
title Integration of Recent History in Chilean School Education
spellingShingle Integration of Recent History in Chilean School Education
Carrasco Jeldres, Karina Andrea
Historia Reciente
Formación ciudadana
Currículum
Profesorado de historia
Recent History
Citizenship Education
Curriculum
History Teachers
title_short Integration of Recent History in Chilean School Education
title_full Integration of Recent History in Chilean School Education
title_fullStr Integration of Recent History in Chilean School Education
title_full_unstemmed Integration of Recent History in Chilean School Education
title_sort Integration of Recent History in Chilean School Education
author Carrasco Jeldres, Karina Andrea
author_facet Carrasco Jeldres, Karina Andrea
author_role author
dc.contributor.author.fl_str_mv Carrasco Jeldres, Karina Andrea
dc.subject.por.fl_str_mv Historia Reciente
Formación ciudadana
Currículum
Profesorado de historia
Recent History
Citizenship Education
Curriculum
History Teachers
topic Historia Reciente
Formación ciudadana
Currículum
Profesorado de historia
Recent History
Citizenship Education
Curriculum
History Teachers
description This bibliographic paper aims to reflect on incorporating recent history in Chilean school education based on educational policies and scientific literature on the subject. The theoretical proposals formulated by Tuithof et al. (2021) and Villalón-Gálvez and Zamorano-Vargas (2018) are examined to explore the obstacles that history educators face when teaching the subject. Three characteristics of the historiographical field Stand out: contemporaneity, historical sources, and conception of history related to teaching objectives identified in the teacher’s thinking from different perspectives of history teaching. Finally, teachers face challenges linked to the teaching of recent history due to their beliefs and knowledge on this subject, as well as to their citizenship experiences.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-22
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://seer.ufrgs.br/index.php/educacaoerealidade/article/view/122720
10.1590/2175-6236122720vs01
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/122720
identifier_str_mv 10.1590/2175-6236122720vs01
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/122720/91235
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/122720/91236
dc.rights.driver.fl_str_mv Copyright (c) 2023 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 48 (2023)
Educação & Realidade; v. 48 (2023)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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